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Art bv Alvin Gittias. 



Man May Know 
for Himself 

by President David 0. McKay 

Recently I was reminded of an incident that oc- 
curred on City Road in old Glasgow, Scotland, when 
I was on my first mission. It was about the last 
night that I was in the mission field. 

As my companion and I approached the place of 
the open-air meeting, we were met by a motherly 
woman whom I had never seen before and have never 
seen since, who said, "The minister wi' a' his con- 
gregation is here this nicht to break up your meetin'. 
Stand close taegither, so he canna get in the circle." 
And she and some of her friends loyally joined in 
that circle and helped us to keep it. 

When the first speaker began to testify of the 
restoration of the Gospel, this minister cried out, 
"These men are 'Mormons.' " The elder, who at that 
time was giving his first address in public out in 
the field, became somewhat confused, said a few 
more words, and stepped back in the ring. Then 
this interrupter had the crowd, and among other 
things, he said, "These men come from Salt Lake 
City. They are after your daughters, and they want 

(For Course 3, lesson of December 26, "I Would Follow in His 
Footsteps"; for Course 5, lesson of December 5, "Ye Are the Salt of 
the Earth"; for Course 9, lessons of November 21, 28, "A Leader 
Learns about Christ's Teachings"; and for all Christmas lessons.) 



to take them out there and hitch them to the plow 
and make them work, and make slaves of them!" 
We then called on Brother Joseph Legget, who 
was a resident of Glasgow. He stepped out in the 
ring and said, "Fellow townsmen," which gave the 
lie right at once to the minister's statement that we 
were all from Salt Lake City; and then Brother Leg- 
get bore his testimony in an excellent address. Well, 
that man continued his railing against us until our 
meeting was about half over, at which time the 
crowd began to realize that his heart was filled with 
animosity. They silenced him and listened to the 
message which the elders had to give. 

This misguided brother, and those who joined 
with him, did not realize the importance of the mes- 
sage which those humble boys — for some of us were 
mere boys — had to give to the world. He thought, 
and those who sympathized with him thought, the 
men holding that meeting were representatives of an 
organization whose purpose was to injure the people. 
They did not know that the message which those 
elders had to give to the world was indeed, and is, 
the message of life, a philosophy which is the true 
science of living. 

The Gospel of Jesus Christ, as revealed to the 
Prophet Joseph Smith, is in very deed, in every 
way, the power of God unto salvation. It is salva- 
tion here and now! It gives to every man the per- 
fect life here and now as well as hereafter. 

Life is the dearest thing in all the world to us. 
Nothing else do you cherish as you cherish your life. 
You who would give your life today for someone 
else, would give it in order to save the life of one 
who is dearer to you than your own life. So life is 
the one thing we hold to. It is the one thing we 
desire here and hereafter. Eternal life is God's great- 
est gift to man! 

What is eternal life? In that glorious prayer of 
intercession offered by Jesus, our Redeemer, just 
before He crossed the brook Cedron and received the 
traitor's kiss that betrayed Him into the hands of 
the soldiers, we find these words: "And this is life 
eternal, that they might know thee the only true 
God, and Jesus Christ, whom thou hast sent." ( John 
17:3.) To know God and His Son is eternal life. 
There is the key. Life eternal is what I desire. I 
desire it more than I desire anything else in the 
world — life eternal for me and mine and all the 
world. And there in the words of the Redeemer 
we have the secret given to us in a simple sentence 
— To know God and Jesus Christ, whom Thou has 
sent, is eternal life. 

But how may we know Him? That is the next 
question. Has He, at any time, or on any occasion, 
answered that question? If so, we want the answer, 

(Concluded on following page.) 



OCTOBER 1965 



381 



because it is vital. In searching the record as it is 
given to us by men who associated daily with the 
Lord, we find that upon one occasion men who were 
listening to Him cried out against Him. They op- 
posed His works, as men today oppose Him. And 
one voice cried out and said, in effect, "How do we 
know that what you tell us is true? How do we 
know that your profession of being the Son of God 
is true?" And Jesus answered him in just a simple 
way — and note the test — "If ye will do the will of my 
Father, which is in heaven, ye shall know whether 
the doctrine is of God, or whether I speak of myself." 
(See John 7:17.) That test is most sound. It is 
most philosophical. It is the most simple test to 
give knowledge to an individual of which the human 
mind can conceive. Doing a thing, introducing it 
into your very being, will convince you whether it is 
good or whether it is bad. You may not be able to 
convince me of that which you know, but you know 
it because you have lived it. That is the test that 
the Saviour gave to those men when they asked 
Him how they should know whether the doctrine 
was of God or whether it was of man. 

What Is "the Will"? 

But in considering His answer, another question 
arises. "If ye will do the will" — what is "the will"? 
We can see what conditions will bring eternal life. 
We have the spoken statement that if we will do 
His will we shall know; but now comes the question, 
what is "the will"? And therein is the whole es- 
sence of the Gospel of Jesus Christ. Just as plainly 
as Jesus stated and defined what eternal life is, or 
how we should know it, just as plainly as He laid 
down that test, just as plainly has He expressed 
what His will is. 

It is impossible to give here all the principles 
that constitute that will; but they are so simple 
that, as the scriptures say, a wayfaring man though 
a fool need not err therein. 

The Church of Jesus Christ of Latter-day Saints 
bears testimony to the world that this will of God 
has been made manifest in this dispensation; that 
the principles of the Gospel, the principles of life, 
have been revealed. They are in harmony with the 
principles which Christ taught in the Meridian of 
Time. They are the same because they are eternal, 
as are the principles given in all dispensations of the 
world: Faith — who can dispute that faith is an 
eternal principle? You cannot live without it. It 
is as eternal as love; eternal, active, and may be as 
constant as the force of gravity that is acting every 
day. Repentance — it is not just in the scriptures 
that you find that repentance is an eternal principle. 
Read Carlyle, you who take him as a guide and like 
his reasoning. Do you know that in contemplating 



this principle of repentance, he makes this state- 
ment: "The man who cannot repent is dead"? And 
he is right. He felt the eternal element in that sav- 
ing principle. It is part of life. It is a fatal condi- 
tion to reach when one cannot repent. 

"The Will" Is To Serve 

So we might go on with our principles. It may 
be summed up this way — that after obeying the 
principles and the ordinances of the Gospel, "the 
will" of God is to serve your fellowmen, benefiting 
them, making this world better for your being in it. 
Christ gave His all to teach us that principle. And 
He made the statement, ". . . Inasmuch as ye have 
done it unto one of the least of these my brethren, ye 
have done it unto me." (Matthew 25:40.) This is the 
message which God has given to us. This Church is 
God's Church, which is so perfectly organized that 
every man and every woman, every child, may have 
an opportunity to do something good for somebody 
else. Such is the perfect organization of our Church, 
and it is the obligation of our priesthood members 
— the high priests, seventies, elders, priests, teachers, 
and deacons — it is the responsibility of auxiliary or- 
ganizations to serve and do God's will; and if we do, 
the more we do it, the more we shall become con- 
vinced that it is the work of God, because we are 
testing it. Then by doing the will of God, we get 
to know God and get close to Him, and to feel that 
life eternal is ours. We shall feel to love humanity 
everywhere, and we can cry out with the apostles of 
old, "We know that we have passed from death unto 
life, because we love the brethren. . . ." (/ John 
3:14.) 

May we have the sincere determination to do 
what the poet has said she would like to do: 

It may not be on the mountain height 

Or over the stormy sea; 

It may not be at the battle's front 

My Lord will have need of me; 

But if, by a still, small voice He calls 

To paths that I do not know, 

I'll answer, dear Lord, with my hand in thine: 

I'll go where you want me to go. 

There's surely somewhere a lowly place 

In earth's harvest fields so wide, 

Where I may labor through life's short day 

For Jesus, the Crucified; 

So trusting my all to thy tender care, 

And knowing thou loves t me, 

I'll do thy will with a heart sincere; 

I'll be what you want me to be. 

I'll go where you want me to go, dear Lord, 
Over mountain, or plain, or sea; 
I'll say what you want me to say, dear Lord; 
I'll be what you want me to be. 1 

— Mary Brown. 



1 See Hymns — Church of Jesus Christ of Latter-day Saints, No. 75. 
Library File Reference: Gospel living. 



382 



THE INSTRUCTOR 



Jesus the Christ 



/ know that my Redeemer lives; 
What comfort this sweet sentence gives! 
He lives, he lives, who once was dead. 
He lives, my ever-living head. 
He lives to bless me with his love. 
He lives to plead for me above. 
He lives my hungry soul to feed. 
He lives to bless in time of need. 

He lives to grant me rich supply, 
He lives to guide me with his eye. 
He lives to comfort me when faint. 
He lives to hear my souVs complaint. 
He lives to silence all my fears. 
He lives to wipe away my tears. 
He lives to calm my troubled heart. 
He lives, all blessings to impart. 

He lives, my kind, wise, heav'nly friend. 
He lives and loves me to the end. 
He lives, and while he lives, I'll sing. 
He lives, my Prophet, Priest and King. 
He lives and grants me daily breath. 
He lives, and I shall conquer death. 
He lives my mansion to prepare. 
He lives to bring me safely there. 

He lives, all glory to his name! 
He lives, my Saviour, still the same; 
O sweet the joy this sentence gives: 
"J know that my Redeemer lives!" 
He lives, all glory to his name! 
He lives, my Saviour still the same; 
O sweet the joy this sentence gives: 
"I know that my Redeemer lives!" 1 



!See Hymns — Church of Jesus Christ of Latter-day Saints, No. 95. 



What a wonderful thought is conveyed in this 
hymn! How meaningful! How soul-satisfying! 

Jesus Christ, as a man, lived in Palestine, was 
a wonderful son to His mother, Mary, and lived and 
worked with Joseph and Mary until He was 30 years 
old. Then He began His mission. 

And, oh, what a mission it was! He turned water 
into wine at the marriage feast at Cana! He applied 
to His cousin, John, for baptism. John said, "I 
have need to be baptized of thee, and comest thou 
to me?" 

Jesus replied, "Suffer it to be so now: for thus 
it becometh us to fulfill all righteousness." 

As soon as He was baptized a voice from heaven 
said, "This is my beloved Son, in whom I am well 
pleased." (Matthew 3:13-17.) 

Jesus miraculously fed the five thousand and 
gave to us and the world that love which is the 
greatest thing in the world. He showed us how to 
love those who "despitefully use you and persecute 
you." 

When Joseph Smith went into the woods to pray, 
God the Father and His Son, Jesus Christ, appeared 
to that young lad, and Jesus taught him. Since 
that day Jesus has appeared again to Joseph Smith 
and others. He is a glorious personage who, despite 
our sins, loves us and teaches us to love God, our 
neighbors, and our enemies. 

— General Superintendent George R. Hill. 

Library File Reference: Jesus Christ. 



INSTRUCTOR STAFF 



Editor : 
President David O. McKay 

Associate Editors: 

General Superintendent George R. Hill 

horin F. Wheelwright 

Business Manager: 
Richard E. Folland 

Managing Editor: 
Boyd O. Hatch 

Asst. Managing Editor: 
Burl Shephard 

Manuscript Editor: 
Richard E. Scholle 

Research Editor: 
H. George Bickerstaff 

Art Director: 
Sherman T. Martin 

Circulation Manager: 
Joan Barber 

Instructor Secretary: 
Mary Anne Clark 

Consultant : 
A. William Lund 



Instructor Committee: 

Chairman Lorin F. Wheelwright, Richard E. 
Folland, Marie F. Felt, A. William Lund, Ken- 
neth S. Bennion, H. Aldous Dixon, Leland H. 
Monson, Alexander Schreiner, Lorna C Alder, 
Vernon J. LeeMaster, Claribel W. Aldous, 
Melba Glade, Henry Eyring, Clarence Tyndall, 
Wallace G. Bennett, Camille W. Halliday, 
Margaret Hopkinson, Mima Rasband, Edith 
Nash, Alva H. Parry, Bernard S. Walker, 
Paul B. Tanner, Lewis J. Wallace, Arthur D. 
Browne, Howard S. Bennion, Herald L. Carl- 
ston, Bertrand F. Harrison, Willis S. Peterson, 
Greldon L. Nelson, Jane Hopkinson, G. Robert 
Ruff, Anthony I. Bentley, Marshall T. Burton, 
Calvin C. Cook, A. Hamer Reiser, Robert M. 
Cundick, Clarence L. Madsen, J. Elliot Cam- 
eron, Bertrand A. Childs. 



Published by the Deseret Sunday School Union 
of The Church of Jesus Christ of Latter-day 
Saints, the first day of every month at Salt Lake 
City, Utah. Entered at Salt Lake City Post Office 
as second class matter acceptable for mailing at 
special rate of postage provided in Section 1103, 
Act of Oct. 3, 1917, authorized on July 8, 1928, 
Copyright 1965 by the Deseret Sunday School 
Union Board. All rights reserved. 

Thirty to forty-five days' notice required for 
change of address. When ordering a change, 
please include address slip from a recent issue 
of the magazine. Address changes cannot be 
made unless the old address as well as the new 
one is included. Also, report the new postal ZIP 
Code number. 

Mail subscriptions to The Instructor, 79 South 
State Street, Salt Lake City, Utah 84111. Subscrip- 
tion price is $3 per year paid in advance. Single 
issues, 35 cents each. 

Bound volumes sell for $6.75 when all maga- 
zines are furnished by The Instructor. When sub- 
scriber supplies his own issues, binding charge 
is $3.75. 



OCTOBER 1965 



383 




Photos Courtesy of Deseret News. 

"My vision became clearer after I helped a blind boy to 
see; my resolve firmer after I encouraged a handicapped 
boy to try again; and as I help each handicapped Boy 

Scout to succeed, I taste real success." 
This was Boyd's response to receiving Sertoma Interna- 
tional Award for outstanding service to mankind in 1962. 



BOYD OTTINGER HATCH 

Born: November 9, 1916, at Heber City, Utah, the son 
of Abram Hatch and Rowena Ottinger Hatch. 

Education: Heber City Elementary School; Bryant 
Junior High and West High School, Salt Lake 
City; B.S. degree, University of Utah; graduated 
as Second Lieutenant in ROTC at U. of U. 

Married: February 16, 1940, to Bessie Dickson in Salt 
Lake Temple. Three children — Brent, Beverly, 
and Bruce. 

Army Service: 1939 — one year at Fort Lewis in regular 
army. 1941 — joined 115th Engineers; mobilized 
full time in U.S. Army. 

Scoutmaster: 1939 to 1965. 1952 — organized handi- 
capped Boy Scout Troup No. 534. 1956 — received 
Silver Beaver Scouting Award. Scoutmaster of 
five troops at time of his death. 

The Instructor: 1952 to 1965. Rose to position of 
managing editor and director of circulation. 

Died: August 17, 1965, at Salt Lake City, Utah. 



A MIRACLE OF 

IN HONOR OF BOYD O. HATCH (1916-1965), 

WHOSE PASSING ON AUGUST 17 BROUGHT 

TO A CLOSE A REMARKABLE LIFE 

OF SERVICE 

We have published in The Instructor many 
stories of God's wondrous power. We have told how 
ships at sea have survived disaster in answer to 
prayer, how a wounded marine was saved through 
the priesthood, and how an immigrant Jewess found 
Jehovah through the Book of Mormon. Now we tell 
another great story — how a man reshaped his life 
after becoming paralyzed and how a blessing pro- 
nounced upon his head was fulfilled through a 
miracle of faith and good works. This is the story 
of our managing editor, Boyd 0, Hatch. 

Boyd was born a vigorous child. He grew to 
manhood as an athletic type and enjoyed boxing 
and fencing. He served his country as a captain in 
the Army and was mustered out with the rank of 
major. He had married his sweetheart, Bessie Dick- 
son, in 1940, and they became parents of three chil- 
dren. After the war, at the threshold of an exciting 
career, he suffered a blow which would have 
destroyed a less valiant spirit. In 1946 he was estab- 
lishing the medical photographic laboratory at the 
University of Utah, and he was succeeding in his 
own business of making medical slides for three hos- 
pitals and 30 doctors. He had just won a state-wide 
competitive examination to become a bacteriologist 
for the Utah State Board of Health and was entering 
this profession when he took protective measures 
against rabies at the state laboratory. All went well 
for several days. Then something began to happen 
which no one could foretell. Within ten days he suf- 
fered a total paralysis with the complications of a 
lung infection. This reaction was so rare it had oc- 
curred only four to five times in medical history, but 
it happened to Boyd. He lay near death for eight 
months in the hospital. When he finally returned 
home in September of 1947, his good wife, Bess, 
watched over him day and night, sometimes giving 
him as many as 14 hypodermic injections a day. She 
is part of the miracle, because her love and good 
works helped to assure his survival. 

Bess found friends in the ward elders, who 
poured concrete to form a new sidewalk, tightened 
the clotheslines, and repaired the windows in their 
home. Neighbors shoveled snow and maintained the 
furnace, brought in food, and tended the children. 
Their bishop put his arms around them and watched 
over them continually. But adversity haunted them 
in agonizing ways. During this time a boarder who 



384 



THE INSTRUCTOR 



FAITH AND GOOD WORKS 



was staying with them forged 45 checks against their 
meager account and bankrupted them before he left 
town. All three children came down with measles, 
flu, and chickenpox; and to compound ill health, 
Bess had to have her tonsils removed. These were 
dark days; but in the spirit of our great hymn, she 
and her husband faced the deepening trials, and 
they did press on, and on, and on. 

The light began to shine one day at Sunday 
School where Bess heard William R. Sloan from the 
Northwestern States Mission speak with great con- 
viction on the power of prayer and the miracles it 
can bring. She invited him to their home to share 
his message with Boyd. He not only encouraged 
Boyd to have faith that he might see his children 
raised and that he might gain sufficient economic 
security for his family's needs, but he pronounced a 
blessing upon him which promised that "he would 
see his sons grow to manhood, and that through his 
own diligence he would have all the necessities of life 
and luxuries that have not yet even been invented 
by man." 

1. After a paralyzing illness Boyd lived to enjoy life with 
his family and help rear his three chillren. Left to 
right, Bruce, Beverly, Boyd, his wife, Bess, and Brent. 

2. As managing editor of The Instructor he confers with 
Bill Davis on final corrections before going to press. 

3. At Fort Lewis, 1944. Little did Captain Hatch know that 
he would spend the last 18 years of his life paralyzed 
from the waist down. His courage and determination to 
the end were distinguishing traits of this fine personality. 



Soon afterwards, a friend showed Bess how she 
could establish her own beauty shop. Another friend 
who was himself paralyzed came unannounced to 
the door and showed Boyd how a paralytic person 
could drive an automobile. With this new-found free- 
dom, Boyd gained a desire to work again. His first 
job was proofreading telephone books. Soon he was 
working as a copy editor and photographer at the 
Deseret News and studying journalism. When the 
newspapers merged, his job disappeared; but his 
fortunes continued to climb. At this point he was in- 
vited by the General Superintendency of the Sunday 
School and by Richard E. Folland to join the edi- 
torial staff of The Instructor. And in this calling he 
became managing editor and director of circulation. 

During these years of rehabilitation, Boyd dis- 
tinguished himself as a leader of handicapped Boy 
Scouts. After becoming paralyzed from the waist 
down, he learned again to swim, to climb a rope, to 
row a boat, to engage in life-saving practices, and to 
master many crafts. He has been honored by the 
(Concluded on following page.) 

4. Boyd was honored for community service at a "This Is 
Your Life" party in 1959. Token of appreciation for 
service to The Instructor is permanent copy of a cover 
containing picture of his wife and son. Left to right, 
Lorin F. Wheelwright (chairman of The Instructor com- 
mittee), Bess Hatch, Bishop Charles J. Ross, and Boyd. 




OCTOBER 1965 



385 



community and the nation for his heroic leadership, 
but probably the greatest measure of his service is 
the love of hundreds of boys who felt Boyd's courage, 
faith, and good works. He guided 71 of them to the 
rank of Eagle Scout or helped them gain the Ex- 
plorer Silver Award. These young men of new hope 
are his living monuments, and they testify to the 
truth which Bryant S. Hinckley once spoke: "The 
greatest leaders come from the highlands of ad- 
versity." 

Boyd was a champion in everything he under- 
took. This was true of his work on The Instructor. 
Here are just a few of the services which he per- 
formed so well: He met with the Instructor Com- 
mittee at all planning meetings and caught the ideas 
and thinking of this group. Then he followed through 
with invitations to authors, photographers, artists, 
and suppliers. He wrote thousands of letters and 
supervised such technical operations as selecting 
type faces and checking the authenticity of quota- 
tions and sources. He personally inspected every 
issue as it went to press to verify all corrections. He 
did these things as ^.matter of duty, but he also 
went far beyond duty. He thanked every contributor 
who sent articles, poems, and other materials for 
the magazine. He double checked all services and 
supplies to assure full value for every dollar spent. 
He guided photographers with a professional aware- 
ness of good content, composition, and quality. He 
developed an intuitive sense of rightness about ar- 
ticles and would often ferret out a brilliant but un- 
known writer whose talents could be shared with 
the whole Church. 

Boyd was disturbed by complaints. He kept a 
"fever thermometer" of any reported mishaps of 
delivery or delays in processing new subscriptions. 
He would draw a chart in bold colors and tell us just 
what was happening. Then he would suggest im- 
provements which usually involved more work for 

As scoutmaster of Troop No. 534 he demonstrates that 
bowling can be fun, even though boys are handicapped. 




himself. During the past six years our subscriptions 
have doubled and the flood of comments from read- 
ers has moved ever closer to the enthusiastic side. 

One day Boyd received a letter complaining that 
we used too many children's themes on our covers. 
As was so characteristic of his thoroughness, he 
analyzed covers of past issues and wrote a detailed 
report. This paragraph reveals his ability to see 
criticism through the eyes of wry humor. He said, 

Since January of 1959 to June of 1965 we have had 
[on the covers of The Instructor magazine} : 

89 children, consisting of 37 boys, 40 girls, 8 babies, and 4 
student groups. 

76 adults, consisting of 13 teen-agers, 8 fathers, 11 mothers, 
36 unidentified adults, 4 teachers, 5 grandmas, 4 grand- 
pas, and 1 missionary. 

14 miscellaneous items such as 4 statues, 1 rocket, 1 thresher, 
1 assortment of fruit, 1 group of covered wagons, 4 
arrangements of flowers, 1 temple (Manti) and the 
World's Fair Pavilion. 

37 animals consisting of 5 birds, 5 chicks, 4 horses, 3 ducks, 
5 swans, 2 geese, 2 dogs, 2 sheep, 1 butterfly, 1 turkey, 
1 pigeon, 1 calf, 1 chicken, 1 cat, 1 donkey, 1 ox, and 
1 cute pig. 

Boyd loved our Instructor Use Directors through- 
out the Church and corresponded with many of 
them. His most valued compensation came in the 
form of expressions such as this: 

Dear Brother Hatch, 

I am writing to thank you for your cheery Christmas 
greeting to me, and for your kind words of encouragement 
concerning my Stake Instructor Use Director job here in 
Wichita Stake. It is very gratifying to be noticed by the 
magazine editor for the work I am attempting to do. . . . 
I shall continue to do the very best job that I can here. . . . 
Thank you again for your recognition of my efforts. I 
appreciate it more than I can say. 

Sincerely, 

Katheryn B. Griffiths (signed) 

We who have worked closely with Boyd salute 
him at this time of his passing as a faithful servant 
of our Lord Jesus Christ. He marshalled all his 
strength to overcome every crippling obstruction and 
to give clarity and elegant expression to Gospel 
truths. He marched as a Christian Soldier through 
a fierce battle of life, and like a hero he saved his life 
by giving it to others. His whole-souled devotion 
and high purpose have left their imprint upon the 
sacred literature of this Church; and we join 90,000 
readers of The Instructor, his beloved Boy Scouts, 
and countless friends in a hymn of thanksgiving for 
his courage, for his faith, and for his good works. 

Let's measure Boyd not by his years, 

Nor by his glow of health; 
Let's seek his size in the hearts of boys. 

And the soul's eternal wealth. 
The Master's words that shaped his life 

Glow bright for us to see: 
"When ye give new hope to the least of these, 

Ye do so unto me!" 

— Lorin F. Wheelwright. 



386 



THE INSTRUCTOR 




&em& 



WHEN I THINK OF CHRISTMAS 

When I think of Christmas, 
I see a wondrous light 
Shining round some shepherds 
Watching sheep by night. 

I hear the angels singing, 
"Peace, good will to men." 
I wish that lovely message 
Would come to earth again. 

I see a tiny baby 

Cradled in the hay, 

As shepherds kneel beside Him 

On that first Christmas day. 

When I think of Christmas, 
I see a shining star, 
Wise men on their camels 
Coming from afar. 

Weary miles they traveled 
Precious gifts to bring, 
Presents for a baby — 
Jesus, Saviour, King. 

— Jane Bradford Terry. 

For Course 1, lesson of December 19, "The World Is Happy 
Jesus Was Born"; for Course la, lesson of December 19, "Christmas 
Lesson"; and for other Christmas lessons as desired; to support 
Family Home Evening lesson 46.) 



THE STAR 

A strange new star, a brilliant star, 

Announced a Baby's birth. 
It gleamed to show that Jesus now 

Had come to live on earth. 

This star, much brighter than the rest, 
Shone down to point the way, 

To show the quiet stable where 
The little Christ Child lay. 

The shepherds, led by this new star, 

Walked far into the town 
Of Bethlehem to find the Child 

And there to kneel down. 

Some wise men saw this promised star, 

And taking gifts with them, 
Traveled many miles until 

They came to Bethlehem. 

The star upon your Christmas tree 

Is there to help you know 
That many learned of Jesus' birth 

From that star, long ago. 

— Maxine S. Pope. 



CHRISTMAS BELLS 

Ring out, ring out, 
Oh Christmas bells! 

Ring out the wondrous story 
Of baby Jesus 
In Bethlehem 

And the angels' song of glory. 

Ring out, ring out, 
Oh Christmas bells! 

Ring out the message clear 
Of peace on earth 
Good will to men 

And joy throughout the year. 

— Hazel F. Young. 



CHRISTMAS 

Long ago, on Christmas, 
A tiny baby lay 
In a lowly manger 
Cradled in the hay. 

Now today, on Christmas, 
Our love we gladly give 
To Jesus Christ, our Saviour, 
Who taught us how to live. 



— Hazel F. Young. 



Library File Reference : Jesus Christ — Birth. 



OCTOBER 1965 



387 








.««# 



* 



<&* n 



Art by Lynn Freeman. 

RELIGION 

AND SOCIAL 

RESPONSIBILITY 

by Lowell L. Bennion* 

Wherewith shall I come before the Lord, and bow 
myself before the high God? . . . (Micah 6:6.) 

Who shall ascend unto the hill of the Lord? or 
who shall stand in his holy place? (Psalm 24:3.) 

This is the burning question, asked over and over 
again in the scripture by prophet, psalmist, and 
earnest seeker after the way to God. And the an- 
swer is not single; it may be expressed in many ways. 
Each respondent to the question could find a pas- 
sage of scripture to justify his own path. Whatever 
the answer, the fundamental question remains for 
every man : wherewith shall I come before the Lord? 
Of what does the religious life consist? 

DIMENSIONS OF THE RELIGIOUS LIFE 

Every person who thinks of himself as being re- 
ligious has a basis for this belief and feeling. He is 
religious because of his convictions and his way of 
life. It is interesting to inquire into typical ways in 
which men live their religion, patterns of life and 
thought by which they assure themselves that they 
are religious. 



Sixth Article in the Series Entitled, 
"This I Believe . 



» 



Editor's note: In this article the author expresses 
his understanding of Christian belief as it applies to 
contemporary living. He does so with a lifelong back- 
ground of study and personal application of Christ's 
principles. He speaks as a faithful member of the 
Church and as a teacher who has given our young 
people the message of the Master in the Seminaries 
and Institutes of Religion. He is not only a disciple 
of Jesus, but an ardent champion of our latter-day 
prophet, David O. McKay, whose words might well 
set the tenor of this article and serve as an appropri- 
ate introduction: "In the light of power that moves 
to action, consider the First Article [of Faith]: (1) 
'We believe in God, the Eternal Father, and in His 
Son, Jesus Christ, and in the Holy Ghost.' If this 
belief has 'ripened' into an absolute trust and faith, 
then intelligence, even what we term 'common sense,' 
prompts that we have but one aim or purpose in life 
and that is to make Him the center of our thoughts 
and being — to establish spiritual communion with 
Him. Material possessions, physical pleasures, be- 
come secondary. Our chief goal is to surrender to 
the Author of our Being our inner life, and to sub- 
ordinate and to hold in subjection the selfish, sordid 
pull of nature. ... If then we would apply the Articles 
of Faith in daily life, let us consider them in the light 
of a faith based upon a right belief — a faith that 
impels right action." [David O. McKay, Pathways 
to Happiness, Bookcraft, page 9.] 



There are at least five ways in which people live 
their religion. Each of our lives may be character- 
ized by any combination of the five. They will be 
described here without any effort to evaluate them 
until all are before us. 

(1) A man is religious because he entertains cer- 
tain beliefs which he thinks are true. For example, 
the Latter-day Saint believes in the restoration of 
the Gospel, in the Articles of Faith, in divine guid- 
ance in the life of the living Prophet, and in other 
doctrines distinctive in his creed. Belief is a founda- 
tion pillar of the religious life. 

(2) A man tends to identify his religious life with 
his knowledge of his beliefs. In the mission field, 
he feels that he is religious as he learns the scriptures 
and studies the precepts of his faith. Knowing the 
doctrine contributes to one's assurance that he is 
religious. 

(3) A third way is to participate in the Church. 
For a Latter-day Saint this is easy to do and may 
be richly rewarding. Myriad are the ways in which 
one may worship the Lord, serve his fellowmen, par- 
take of the gifts of the Gospel, and build the king- 
dom of God with hands, heart, mind, and soul 



(For Course 13, lesson of December 19, "My Brother's Keeper"; 
for Course 15, lesson of December 5, "Moroni Discusses Principles 
and Ordinances"; for Course 17, lesson of November 21, "Salvation 
Available to All"; of general interest to Course 29; to support Family 
Home Evening lesson 40; and of general interest.) 



*Dr. Lowell L. Bennion is Associate Dean of Students and a 
lecturer in sociology at the University of Utah. He is also a member 
of the LDS Church Youth Coordinating Committee. He has authored 
three books and a number of study manuals for Church auxiliaries. 
He received his B.A. from the U. of U. He also studied in Germany, 
Austria, and France, receiving his doctorate from the University of 
Strasbourg. He has served as director of Institutes at the Universities 
of Utah and Arizona. 



388 



THE INSTRUCTOR 



through the channels of the institution we know 
as the Church of Jesus Christ. 

(4) A fourth and distinctive way to be religious 
is to enter into a relationship with Deity — with the 
Father, Son, and Holy Ghost. This we like to call 
the spiritual dimension of life. A man is religious 
in those moments and to that degree to which he 
feels gratitude, humility, awe, reverence, adoration, 
trust, and love towards God. These sentiments are 
illustrated in the Psalms: 

... The Lord is the strength of my life; of whom 
shall I be afraid? (Psalm 27:1.) 

The Lord is my shepherd; I shall not want. 
(Psalm 23:1.) 

Whom have I in heaven but thee? and there is 
none upon earth that I desire beside thee. My flesh 
and my heart faileth: but God is the strength of my 
heart, and my portion forever. (Psalm 73:25, 26.) 

Whither shall I go from thy spirit? or whither 
shall I flee from thy presence? If I ascend up into 
heaven, thou art there: if I make my bed in hell, 
behold, thou art there. If I take the wings of the 
morning, and dwell in the uttermost parts of the 
sea; even there shall thy hand lead me, and thy 
right hand shall hold me. (Psalm 139:7-10.) 

(5) The fifth dimension of religion is expressed 
in one's relations with his fellowmen. In our Judeo- 
Christian faith one lives his religion by practicing 
justice and mercy man to man. 

Therefore all things whatsoever ye would that 
men should do to you, do ye even so to them. . . . 
(Matthew 7:12.) 

Pure religion and undefiled before God and the 
Father is this, To visit the fatherless and widows in 
their affliction, and to keep himself unspotted from 
the world. (James 1:27.) 

. . . Thou shalt love thy neighbour as thyself. 
(Matthew 22:39.) 

THE RELIGIOUS LIFE EVALUATED 

All five of these ways of being religious are legiti- 
mate. A religious person has beliefs which give 
motivation and direction to life. A study of these 
beliefs should heighten awareness and deepen mean- 
ing. In the life of the Church, the believer receives 
instruction, the gifts and blessings of the Gospel, 
and strengthens his fellowmen. And surely faith in 
God and consideration for neighbor are fundamental 
ways of living one's religion. 

In the great summaries of the religious life, spe- 
cial emphasis is placed on the last two ways of being 
religious. For example, in the decalogue, the first 
four commandments pertain to man's relationship to 
God and the last six to man's relationship to fellow- 



man. Micah's own answer to the question: "Where- 
with shall I come before the Lord?" embraces the 
same twofold emphasis: 

He hath shewed thee, O man, what is good; and 
what doth the Lord require of thee, but to do justly, 
and to love mercy, and to walk humbly with thy 
God. (Micah 6:8.) 

And in similar vein Jesus answered the question: 
"Master, which is the great commandment in the 
law?" by saying, 

. . . Thou shalt love the Lord thy God with all 
thy heart, and with all thy soul, and with all thy 
mind. This is the first and great commandment. And 
the second is like unto it, thou shalt love thy neigh- 
bour as thyself. On these two commandments hang 
all the law and the prophets. (Matthew 22:36-40.) 

From these statements, one concludes that be- 
lief, knowledge of religion, and participation in 
church life have little value in and of themselves. To 
be efficacious in life, they must lead one to love God 
and man. James knew this: 

Thou believest that there is one God; thou doest 
well: the devils also believe, and tremble. (James 
2:19.) 

And Paul knew the limitations of knowledge 
without love: 

And though I have the gift of prophecy, and 
understand all mysteries, and all knowledge; and 
though I have all faith, so that I could remove moun- 
tains, and have not charity [love], I am nothing. 
. . . For now we see through a glass, darkly; but 
then face to face: now I know in part; . . . And now 
abideth faith, hope, charity, these three; but the 
greatest of these is charity. (I Corinthians 13: 2, 12, 
13.) 

Prophetic religion begins with a revelation to the 
founder which moves him to take action in behalf 
of fellowmen. Moses, standing before the burning 
bush, learned that he stood on holy ground and 
that God had called him because He had seen the 
affliction of Israel. Jesus spent forty days in the 
wilderness resisting temptation and being strength- 
ened of His Father, and then "he went about doing 
good." The Apostle Paul had a confrontation with 
the Christ that changed his mind and action towards 
pagan and Christian. Joseph Smith beheld the 
Father and the Son, from which followed the restor- 
ation of the Gospel with its great emphasis on bring- 
ing to pass "the immortality and eternal life of 
man." Religion begins with a message from God 
that moves the prophet with concern for man. 

As religions become institutionalized, the original 
divine message is often obscured by human interests. 
The original concern for God and man tends to be 
replaced by greater interest in organizational mat- 

(Continued on following page.) 



OCTOBER 1965 



389 



RELIGION AND SOCIAL RESPONSIBILITY (Continued from preceding page.) 



ters, in rituals, rites, outward performances, and in 
status roles. This is illustrated powerfully and poet- 
ically in the writings of Amos, Hosea, Micah, Isaiah, 
and Jeremiah. In their day, Jehovah's chosen people 
were practicing all the outward forms of religion at 
the appointed time and place, and at the same time, 
they were going merrily about their business of sell- 
ing the poor into slavery for the price of a pair of 
shoes, falsifying weights and measures, mixing refuse 
with the wheat, oppressing widows and the fatherless, 
bribing judges in the court, drinking "wine in bowls 
and anoint [ing] themselves with the chief oint- 
ments," without being "grieved for the affliction of 
Joseph" — their fellow Israelites. (See Amos 6:6.) 
No one has declared so forcefully the shallowness, 
the emptiness, and the hypocrisy of giving praise and 
honor to God through formalized religion, while at 
the same time ignoring and transgressing the moral 
obligations to fellowmen, as the writing prophets of 
Israel. Amos declared for Jehovah: 

I hate, I despise your feast days, and I will not 
smell in your solemn assemblies. 

Though ye offer me burnt offerings and your 
meat offerings, I will not accept them: neither will I 
regard the peace offerings of your fat beasts. 

Take thou away from me the noise of thy songs; 
for I will not hear the melody of thy viols. 

But let judgment run down as waters, and right- 
eousness as a mighty stream," (Amos 5:21-24.) 

This is the heart of the prophetic message, re- 
peated as the theme in a symphony. God is moral 
by nature, a Person of integrity and compassion. 
No man can serve such a Being acceptably unless 
he is practicing integrity and mercy in his relations 
with fellowmen. 1 This prophetic teaching has been 
called ethical monotheism. It may be illustrated 
with a triangle: God 



Spirituality 



Myself 




You (Fellowmen) 



Morality 



My vertical relationship to the Creator is spiritual- 
ity — prayer, worship, praise, adoration, faith, trust. 
As I pray to Him, He is also equally concerned with 
my fellowmen. They, too, are HisEhildren, His work 
and glory, each one of them. HovijMn the Lord hear 
my plea, when I am indifferent %i or even causing 
the cries of the other of God's children to come 
before Him — all of them or any or|e of them? The 
horizontal line is morality. 



iRead for example Isaiah 1, Hosea 4, Micah 3, and Jeremiah 7. 



In the teachings of a Micah, or Jesus, God is 
equally concerned with other men as He is with me 
— no more and no less. There is no way to honor 
God at the same time that we are dishonoring "the 
work of His hands." This fundamental teaching 
comes through the scriptures again and again. Let 
us illustrate: Amulek encourages his people to pray 
for their personal needs and then concludes: 

. . . Do not suppose that this is all; for after ye 
have done all these things, if ye turn away the needy, 
and the naked, and visit not the sick and afflicted, 
and impart of your substance, if ye have, to those 
who stand in need — I say unto you if ye do not any 
of these things, behold, your prayer is vain, and 
availeth you nothing, and ye are as hypocrites who 
do deny the faith. (See Alma 34:28.) 

John wrote in similar vein: 

He that saith he is in the light, and hateth his 
brother, is in darkness. ... (7 John 2:9.) 



APPLICATION TODAY 

It is easy to talk general principles and to illus- 
trate their application in ancient times. No one is 
deeply disturbed or moved by either approach. But 
when these scriptural proscriptions are translated 
into the idiom of today, then there may be defens- 
iveness and trouble. Someone has said, "It is easy 
enough to love all men (in the abstract); the diffi- 
culty comes when we specialize." 

In the twentieth century, society has become in- 
creasingly complex. Issues are neither simple nor 
clear. This we recognize. One cannot go by rules 
of a former age and simply give to the beggar and 
clothe the needy. Many problems of society must be 
approached in a way other than on a single, person- 
to-person basis. However, the basic philosophy, the 
fundamental emphasis taught through the ages, is 
still valid. To serve God, man must also serve his 
fellowmen. We may dispute the way but not the in- 
junction to do so. 

Hence, without in any sense wishing to judge in- 
dividuals, we conclude this article by suggesting 
some of the -social responsibilities of all who desire 
to "ascend unto the hill of the Lord." We cannot — 
any more than ancient Israel could — live religion 
in the privacy of our dwellings and chapels and ig- 
nore the effect of our conduct in the lives of others 
in the market places, schools, highways and byways. 

Modem life tends to be coldly impersonal. Hu- 
man beings, outside the intimate circle, become 
means to our ends, mere functions who perform 



390 



THE INSTRUCTOR 



services in our behalf or who make us a profit. They 
may be mere statistics of the unemployed, persons 
killed this year on the highway or in Vietnam, stu- 
dents attending the state university or even those 
baptized in the Church. May we consider some 
areas of social concern in this age of de-personaliza- 
tion. 

Honesty and Fair Dealing: 

In this day of impersonal business relations — 
typified by the big corporation, supermarkets, serv- 
ice stations on the through-highway, and big gov- 
ernment contracts — temptations to be dishonest and 
unconcerned about individuals are multiplied. Peo- 
ple will cheat a stranger or profit unfairly from 
government but would never think of stealing from 
a neighbor. Speedometer readings are changed for 
resale purposes; income tax filings are incomplete; 
goods are marked up or brought in for a special 
clearance sale. Charges are sometimes made for 
services in terms of what the traffic will bear. Teach- 
ers, lawyers, and doctors are tempted to serve their 
own interests ahead of those of their clients. 

Many of us need to sharpen our ethical and reli- 
gious principles and then abide by them with rigor 
in business and professional activities. It is easy 
to live a double life — one in private relations and 
another in business. 

Involvement in the Larger Community: 

The Church, with its rich program of activity and 
lay leadership, tends to consume the leisure time of 
its active members. This in itself is a good thing. 
Where else can a person better serve God and man? 
However, we are also members of the larger society, 
citizens of the community, the state, the nation, and 
the world. Latter-day Saints need to be responsible 
citizens in this larger community as well as in their 
Church circles. 

There is the need to study and discuss the social 
and political issues of the time on all levels of so- 
ciety, and also to become active in civic life. In the 
modern city there are scores of social agencies — e.g., 
family service, mental health centers, community 
service councils, which need active support of "grass- 
roots" citizens. Every adult Latter-day Saint, with 
some exceptions due to health and personal circum- 
stances, ought to be rendering one fine service to his 
community, even as he should to his Church. 

Human Rights: 

The biggest problem in the world today, in the 
writer's judgment, even greater than communism, is 
the need of men of all races, cultures, and societies 



to feel their own worth and dignity as human beings. 
Man has a long and shameful history of subjugating 
and humiliating his fellowman for economic, political, 
religious, racial, or other reasons. 

In the name of religion and humanity, this prac- 
tice must come to an end. Men may have superior 
talents, more possessions, and other advantages over 
each other, but they are not superior as persons. We 
are all children of the same earth and of the same 
Creator. God loves one as He does another. Can 
we do less? Every human being has the same need 
for food, clothing, shelter, and for love, self-respect, 
and creative self-expression. In the language of the 
Book of Mormon: 

Think of your brethren like unto yourselves . . . 
the one being is as precious in his sight as the other. 
. . . (Jacob 2:17, 21.) 

. . . For he [the Lord] doeth that which is good 
among the children of men . . . and he inviteth them 
all to come unto him and partake of his goodness; 
and he denieth none that come unto him, black and 
white, bond and free, male and female; and he re- 
membereth the heathen; and all are alike unto God, 
both Jew and Gentile. (2 Nephi 26:33.) 

It is my belief that white men are not superior 
to men of other races. On the whole, in the United 
States, white men have had the advantage of educa- 
tion and of political and economic power; but fun- 
damentally all men are essentially alike in both their 
physical and spiritual inheritance — born of the same 
God and of the same earth. 

What a reflection on a "Christian" nation that 
civil rights must be debated and legislated! If we 
had faith in Christ, we would be anxiously and volun- 
tarily engaged in seeing that Hawaiians, Indians, 
Negroes, Orientals, and every other ethnic group of 
people in our midst had equal opportunity for edu- 
cation, culture, employment, and housing as we who 
are Caucasian. If we believed in the ethical mono- 
theism of the prophets and the fatherhood of God 
and in the teachings of Jesus, legislation in this 
area would be as superfluous as painting the lily 
white. 

Men are social beings. Brotherly love is the most 
basic law of the Gospel and of life. No matter what 
else we have, nor what position we hold in the Gos- 
pel and Church of Christ, if we have not love, "it 
profiteth us nothing." "By this shall men know 
that ye are my disciples, that ye have love one for 
another." To learn and practice love and justice 
among men should be our deepest concern as we 
commit and recommit ourselves to the love of God 
through Christ Jesus. 



Library File Reference: Gospel living. 



OCTOBER 1965 



391 



Daddy's Day 



Happy birthday to you, 
Happy birthday to you, 
Happy birthday, dear Daddy, 
Happy birthday to you! 



Thus sings the family as they gather around 
Daddy on his special day. The tones might not be 
as full and melodic as an a cappella choir, but what 
is lacking in quality is made up in enthusiasm. 

A special song, a special day, and another family 
tradition is being born. Home ties and traditions 
play an important part in our Latter-day Saint 
homes, and wise parents seize every opportunity to 
build ties that will insure love, harmony, joy, and 
happiness within the home. Special events and cele- 
brations within the family group help to develop 
love and appreciation for others. They bring about 
a feeling of close relationship and unity in the home. 

The planning and preparation for a birthday give 
endless opportunities for teaching. Kindness, shar- 
ing, love, giving, and respect for others are but a few 
of the qualities that can be taught. As the child 
participates in the festivities, these qualities become 
meaningful to him; and they are learned more read- 
ily. 

(For Course 1, lesson of December 5, "Mother and Daddy Have 
Birthdays"; for Course la, lesson of October 17. "Our Families"; 
and of general interest.) 




Presentation of gifts is highlight of Peter Poulsen's 
birthday, as Sister Poulsen and children (I. to r.) 
Kristin, Elizabeth, and Gregory, join in the excitement. 
(Family belongs to Colonial Hills Ward, Hillside Stake.) 

Mother gathers her little ones about her to talk 
with them and make plans for Daddy's special day. 
What a glorious opportunity to talk about things 
Daddy likes, things we can do to make him happy, 
ways we can help him and prove our love! During 
this conversation mother can do much to help the 
family appreciate Daddy and all of his wonderful 
qualities. Many decisions must be made. What 
kind of cake shall we have? What surprises shall we 
plan? What gifts shall we make? Who would like 
to help with the shopping? 




Daddy is crowned "King for a Day" by family proclamation. "Happy birthday, dear Daddy," sings the fond family. 

392 THEINSTRUCTOR 



The house fairly bursts with excitement as the 
big day approaches. Everyone is busy with prepara- 
tions. Everyone has secrets to keep, but the family's 
great love for Daddy is no secret. The aroma of his 
favorite cake baking, the many whispered conversa- 
tions, the rustle of wrapping paper, and most of all, 
his children's shining eyes, all indicate things to come. 

The presentation of the gifts is a highlight of the 
celebration. On some birthdays it is one big gift from 
all the family, which all share in preparing and 




presenting. On another occasion each member may 
have his own individual package, wrapped as he 
would like it. Regardless of one or several gifts, the 
expression of love is the same. How good it makes 
everyone feel to do something nice for Daddy! 

Was there ever anything as wonderful as Daddy's 
birthday cake with its colorful decorations and 
candles! How thrilling when the candles are lighted 
and the room is darkened! Once again the family 
sings the familiar "Happy Birthday!" How carefully 
everyone makes a wish for Daddy! How exciting to 
see if he can blow out all the candles with one try! 

Daddy reigns supreme on "his day." His family 
is eager and anxious to please him. It is his day to 
choose, his day to have his "druthers." No one ob- 
jects to anything he chooses and everyone is willing 
to abide his wishes. In this way the family truly 
expresses its great love and appreciation for the head 
of the house. 

Daddy accepts graciously this outpouring of love 
and affection from his family. Even the tiniest mem- 
ber is included in his thank you. The smallest gift 
of all is equally admired and praised, for Daddy real- 
izes the importance of the love and efforts of each 
of his children. 

So — "Happy birthday, dear Daddy, Happy 
birthday to you." 

— Margaret Ipson Kitto. 



Mother helps her family to make Daddy's favorite cake. Library File Reference: Family life. 




How exciting to see if Daddy can blow out all the candles! 

OCTOBER 1965 



Kristin gets a "thank-you" kiss from her fond father. 

393 



He is blessed generously who gives generously of . . . 

Time, Talents, and Tithing 

BY ELDER LE GRAND RICHARDS OF THE COUNCIL OF THE TWELVE 



It is reported that one of the Presidents of the 
United States made the statement that he consid- 
ered the Mormon Church the greatest organization 
in the world for the development of the individual. 
We know that statement to be true. The Church 
gives each individual many opportunities to develop. 

Development of Talent 

Let us first consider the development of one's 
talents. Think of the opportunities afforded our 
young people to take active part in the auxiliaries 
and priesthood organizations, in Seminaries, Insti- 
tutes, and Church schools; in 2 ^-minute talks in 
Sunday School and speaking in other public meet- 
ings; in administering the sacrament; in home teach- 
ing; in drama, public speaking, dance, and athletic 
activities of MIA, and in scouting. 

Elder Oscar Kirkham once told of a minister in 
the East who was going to be absent from his con- 
gregation for a period, and he asked his scouts which 
of them could conduct his scout meeting during his 
absence. A Mormon boy in his troop volunteered. 
When the troop meeting was held, the Mormon boy 
asked for a volunteer to offer the opening prayer, 
and none responded. So he had to offer the prayer. 
He had to present the lesson, and he had the same 
experience in asking for a scout to close with prayer, 
so he had to do that also. The minister related this 
experience to Elder Kirkham and commented on the 
wonderful preparation for leadership we have. 

During the war our soldiers were stationed on 
Santa Catalina Island off Los Angeles. A Catholic 
priest was sent there to conduct services for the 
boys of his faith. In a meeting of all the servicemen, 
he asked for volunteers to set up his altar ready to 
serve mass on Sunday. Three boys volunteered; and 
when their work was completed the priest said, "I 
will see you boys at mass in the morning." 

One of the boys replied, "I guess not, Father." 
Then the Father wanted to know why, to which the 
Mormon boy replied, "Well, we are Mormon boys." 
Mormon boys are so accustomed to doing Church 
work that it was just natural for them to volunteer. 

During the war, we were told by an officer that 



(For Course 13, lessons of November 28 and December 5, "Pay- 
ing the Bills"; for Course 17, lesson of November 14, "A Latter-day 
Saint's Worship"; for Course 29, lessons of October 31 and December 
12, "Tithing" and "A World Religion"; and of general interest.) 



Mormon boys were the only ones in the service 
who could hold their own meetings, do their own 
preaching and praying, and perform their own ordi- 
nances without the help of a chaplain. 

Missionaries Blessed for Time Spent 

We send our young men into the mission field as 
boys, and in two years or more they return as ma- 
ture men. The value of this experience was beauti- 
fully stated by Elder Matthew Cowley in an address 
before the students of Brigham Young University. 
I quote: "As you have heard, I have been on two mis- 
sions to New Zealand. I have attended two universi- 
ties, and I will say now at the outset, if I had my life 
to live over again, and I had to choose between the 
missions to New Zealand and my education in two 
universities, I would select my missions to New 
Zealand from every standpoint; from the standpoint 
of education; from the standpoint of spiritual de- 
velopment; of character development, and every 
other angle of development that we might consider. 
I would not exchange one for the other for anything. 
And so, I am pleased to stand before you now, not 
as a lawyer, not as a college graduate, but as a mis- 
sionary." 1 

These experiences prepare our young men to be 
better husbands, better fathers, and better citizens; 
and our young women likewise are better prepared to 
be wives and intelligent mothers and to assist in 
the great work of the Church, particularly with the 
youth of Zion. 

Our Earthly Possessions a Test 

Not only are we taught to use our talents for the 
building of the Kingdom of God on the earth, and 
for the blessing of His children, and for the honor 
and glory of His holy name; but we are taught to 
give freely of our substance for the same purposes. 

When Jesus said, "No man can serve two mas- 
ters: for either he will hate the one, and love the 
other; or else he will hold to the one, and despise 
the other. Ye cannot serve God and mammon" 
(Matthew 6:24), He realized that in His Church 
there would have to be a principle to test people's 
faith, to see which they loved most: God or mammon. 



!Henry A. Smith, Matthew Cowley, Man of Faith; Bookcraft, 
Salt Lake City, Utah, 1954; page 203. 



394 



THE INSTRUCTOR 



Therefore, before the Lord needed money for the 
building of His kingdom, He gave the law of sacrifice 
to Adam and his posterity. You remember that 
Abel's offering of the first of his flock was accepted 
of the Lord, while Cain's offering was rejected. These 
offerings were burnt offerings because the Lord did 
not need them for His church at that time, but Cain 
and Abel needed to be tested. 

Consider now the experience of the rich young 
man who came to Jesus: 

And, behold, one came and said unto him, Good 
Master, what good thing shall I do, that I may have 
eternal life? And he said unto him, Why callest 
thou me good? there is none good but one, that is, 
God: but if thou wilt enter into life, keep the com- 
mandments. (Matthew 19:16, 17.) 

Then Jesus enumerated most of the ten com- 
mandments, to which the young man replied, 

. . . All these things have I kept from my youth 
up: what lack I yet? Jesus said unto him, If thou 
wilt be perfect, go and sell that thou hast, and give 
to the poor, and thou shalt have treasure in heaven: 
and come and follow me. But when the young man 
heard that saying, he went away sorrowful: for he 
had great possessions. (Matthew 19:20-22.) 

It should be noted that the rich young man 
asked, ". . . What good thing shall I do that I may 
have eternal life?" Then it was that Jesus told him 
to keep the commandments. When the young man 
informed Him that he had done this from his youth, 
Mark tells us that: ". . . Jesus beholding him loved 
him. ..." (Mark 10:21.) How wonderful! Jesus 
loves every man who keeps the commandments, but 
Jesus tried to teach him the law of perfection. 

I have always thought that this rich young man 
might have become one of the Saviour's chosen 
Twelve if he had had the faith to part with his 
earthly possessions in favor of his love for his Mas- 
ter. Everyone will have to be put to the test to prove 
which he loves most, God or mammon. 

In the restoration of the Gospel to the Prophet 
Joseph Smith, the Lord gave to the Prophet the 
law of tithing in answer to his inquiry, "0 Lord, 
show unto thy servants how much thou requirest of 
the properties of thy people for a tithing." Then, 
after giving the law of tithing, the Lord adds: 

And I say unto you, if my people observe not 
this law, to keep it holy, and by this law sanctify 
the land of Zion unto me, that my statutes and my 
judgments may be kept thereon, that it may be most 
holy, behold, verily I say unto you, it shall not be a 
land of Zion unto you. (Doctrine and Covenants 
119:6.) 

To the prophet Malachi, the Lord declared the 
time when He would send His messenger to prepare 
the way before Him, when He would come swiftly 



to His temple in the latter days, and this messenger 
was to call His people back to the worship of the 
Lord and keeping of His commandments. Listen to 
the words of this prophet: 

Even from the days of your fathers ye are gone 
away from mine ordinances, and have not kept 
them. Return unto me, and I will return unto you, 
saith the Lord of hosts. But ye said, Wherein shall 
we return? Will a man rob God? Yet ye have robbed 
me. But ye say, Wherein have we robbed thee? In 
tithes and offerings. Ye are cursed with a curse: 
for ye have robbed me, even this whole nation. 

Bring ye all the tithes into the storehouse, that 
there may be meat in mine house, and prove me now 
herewith, saith the Lord of hosts, if I will not open 
you the windows of heaven, and pour you out a bless- 
ing, that there shall not be room enough to receive it. 
And I will rebuke the devourer for your sakes, and 
he shall not destroy the fruits of your ground; nei- 
ther shall your vine cast her fruit before the time in 
the field, saith the Lord of hosts. And all nations 
shall call you blessed: for ye shall be a delightsome 
land, saith the Lord of hosts. (Malachi 3:7-12.) 

Faithful Latter-day Saints have accepted this 
invitation from the Lord to return unto Him in the 
payment of their tithes and their offerings. They 
have realized the promised blessings that the Lord 
gave; and they are a blessed people and a delight- 
some land, choice above all other lands. 

We read further in that same chapter: 

Your words have been stout against me, saith 
the Lord. Yet ye say, What have we spoken so much 
against thee? Ye have said, It is vain to serve God: 
and what profit is it that we have kept his ordinance, 
and that we have walked mournfully before the Lord 
of hosts? And now we call the proud happy; yea, 
they that work wickedness are set up; yea, they that 
tempt God are even delivered. 

Then they that feared the Lord spake often one 
to another: and the Lord hearkened, and heard it, 
and a book of remembrance was written before him 
for them that feared the Lord, and that thought upon 
his name. 

And they shall be mine, saith the Lord of hosts, 
in that day when I make up my jewels; and I will 
spare them, as a man spareth his own son that serv- 
eth him. Then shall ye return, and discern be- 
tween the righteous and the wicked, between him 
that serveth God and him that serveth him not. 
(Malachi 3:13-18.) 

It is the writer's opinion that this is still refer- 
ring to the observance of the law of tithing. So, in 
our youth program we required that the boys and 
girls should be full tithe-payers in order to get their 
individual awards. Not that we were particularly 
interested in increasing the income to the Church, 
but we wanted all young men and young women in 
Israel to have their names recorded in this book of 
remembrance, that they might be numbered among 
His jewels when He would come to claim His own. 



Library File Reference: Mormons and Mormonism. 



OCTOBER 1965 



395 



THE Priesthood Genealogical Program of the 
Church for 1965-66 includes activity on the 
"Book of Remembrance." With the interest and 
activity this project has created and will yet create, it 
is well to become acquainted with some ideas on 
notekeeping and their application in the construc- 
tion of a book of remembrance. 

It should be emphasized that the book of remem- 
brance, as recommended by the Priesthood Correla- 
tion Committee, is not a "personal diary," a "photo 
album," nor a "scrapbook"; rather, it is an acceptable 
record showing vital and ordinance information on 
the individual and on each of his direct ancestors 
and their family units. 

There are literally hundreds of charts and forms 
for sale on the commercial market which purport to 
be necessary for a book of remembrance, but ac- 
cording to the standards of the priesthood program, 
the following charts and forms are considered essen- 
tial: 

1. A personal record sheet showing pertinent, 
vital, and ordinance information on the indi- 
vidual, with historical highlights of his life 
to date. 

2. Pedigree charts showing the individual and 
his direct ancestors, with their identifying 
information. 

(For Course 9, lesson of December 12, "A Leader Keeps a 
Record '; for Course 21, lesson of December 5, "Preservation of 
Notes"; and of general interest.) 

* Norman Edgar Wright has been a member of the Priesthood 
Genealogical Correlation Committee since 1962. He received his B.S. 
from Brigham Young University and his M.S. from Utah State 
University. He is supervisor of Genealogical Research Technology 
in the College of Industrial and Technical Education at BYU. He has 
been a member of the Millcreek Stake (Salt Lake City) high council 
and has served as a missionary in New Zealand. He and his wife, the 
former Carolyn Bevan, are parents of six children. 



3. Family group sheets showing the individual 
and each direct ancestor, with vital and ordi- 
nance information for the family unit of each. 

It is recognized that each person is an agent 
unto himself and that he may develop any type 
record he desires; but as good members of the 
Church, we should follow the direction of those in 
authority over us for better fulfilling our obliga- 
tions. After accomplishing what we have been 
asked to do by the brethren, we are free to develop 
those projects of personal taste and desire as we are 
individually inspired to do. 

It will readily be seen that the book of remem- 
brance is a continuing project. We are never really 
finished but are constantly adding new information, 
verifying old, and negating certain existing infor- 
mation. 

An article entitled, "Orderly Preservation of Re- 
search Notes," appeared in The Instructor, October, 
1964, page 412; and the reader is referred to that 
article for fundamentals in notekeeping. For the 
present, we will concern ourselves with notekeeping 
in relation to the book of remembrance for better 
preservation of genealogical information. 

It is suggested that the book of remembrance is 
more an "end result" than it is a notekeeping tool, 
but it can be used effectively for the preservation 
and filing of genealogical information. We actually 
gain genealogical facts from records and sources and 
then record them in the book of remembrance for 
future reference and for preservation. Different 
systems may be utilized in extracting and maintain- 
ing genealogical information, but finally we should 
file our results in pedigree and family group form in 





innin 




the Book of 

Remembrance 



by Norman Edgar Wright' 



"Our Book of Remembrance." 
Brother and Sister Norman E. Wright explain value of this 
precious record to sons (I. to r.) Joel, Craig, and Preston. 




Photo by Leo Perry. 



396 



THE INSTRUCTOR 



the book of remembrance and at the same time have 
the temple ordinance work done. This implies that 
information in a book of remembrance should be well 
documented, with supporting information readily 
available. 

Pedigree charts in the book of remembrance are 
not designed to contain supporting references in 
great detail; rather, they allow for documentation 
of a general nature only. The family group sheet 
is the document which should indicate the sources 
of information in detail. The recommended method 
of entering source, reference information on the fam- 
ily group sheet is given in Section 6 of the Genealog- 
ical Instruction Manual (1965 edition). 

With the above information in mind, each in- 
dividual should make good use of work copies of 
family group sheets and pedigree charts in his orig- 
inal searches. This information can be converted to 
the finished section of his book of remembrance 
when the facts have been sufficiently proved. We 
might add that a genealogical fact is established as 
correct when there is ample supporting evidence 
from reliable records and sources. 

The following steps and procedures might profit- 
ably be followed by any individual who desires to 
initiate a book of remembrance for the preserva- 
tion of family information; or for that matter, by 
any person who already has a considerable collec- 
tion of genealogical material: 

1. Initiate a work pedigree chart beginning with 
yourself as number one on chart one, and extend 
information on each line as far as possible from 
notes, extracts, clippings, and family sources at your 
disposal. 

2. Initiate a work family group sheet for each 
union on the pedigree charts, consolidating all in- 
formation which applies to the respective family unit. 

The work pedigree chart will give a bird's eye 
view of what genealogical facts you have on each 
direct ancestor and may be used to define further 
research objectives. It may be corrected or changed 
as new information is located. The work family 
group sheet will provide for the listing of all essen- 
tial, identifying information and ordinance data for 
each person in each family unit. This information, 
too, can be changed as new facts are determined 
from original searches. 

Many researchers find it to their advantage to 
list pertinent genealogical facts which apply to mem- 
bers of the family group on the reverse side of the 
work sheet for the respective family unit. They list 
detailed bibliographic information with each entry 
so reference can be made thereto. Other researchers 
follow a practice of listing all genealogical facts lo- 
cated on note paper, and then they convert this to 
family group sheets at a later time. Each person 



should use the system which best suits his situa- 
tion, but he should document his statements and 
findings. The two work forms mentioned do pro- 
vide us with an adequate tool to gather and record 
needed information. It is realized, however, that 
these are merely work forms; and the good researcher 
will want to verify, correct, and add new information 
to his collection from time to time. When he is sat- 
isfied as to the accuracy of the event or fact, he will 
then record the information in finished form in his 
book of remembrance. 

The "white bond" pedigree charts and family 
group sheets should constitute the finished product. 
The information as recorded thereupon should be 
neatly and accurately listed according to such stand- 
ards as are in use, and should be completed after 
research and verification of the facts have been made. 
The documentation of source information should be 
according to acceptable standards and should give 
any interested party direction toward checking the 
original source. 

The individual book of remembrance then can 
serve as a research tool as well as a repository for 
the preservation of genealogical information. The 
work charts and forms are designed for temporary 
use and change, and the finished charts and forms 
provide a permanent record. You may not want to 
carry your finished collection with you as you con- 
duct research; but rather, you might want to carry 
only the work set. When the day's efforts are over, 
you can convert such information as desired from 
the work forms to the finished forms. 

It is emphasized that the individual should have: 
(1) his own personal record sheet, (2) pedigree 
charts showing his direct ancestry, and (3) family 
group sheets showing the family units of each an- 
cestor. It is the family organization's responsibility 
to maintain a record of all known relatives, including 
collateral lines. This master collection can well 
serve as a clearing house for research and temple 
work in the family and can be a source of inspira- 
tion for interested members. 

The program of genealogical research and temple 
work is too big for one individual. It needs the help 
and assistance of every member of the family in the 
way that the Lord has blessed and inspired each of 
us. To one it may be the searching of original rec- 
ords and sources with success, while to another it 
might be the ability to write a family history. Still, 
to another, it might be the ability to accumulate 
money which is so essential in this program. What- 
ever gift or inspiration you might have, put forth a 
fair share toward this important and interesting 
work. It is only through the combined efforts of all 
of us that salvation and exaltation may be realized. 



Library File Reference: Genealogy. 



OCTOBER 1965 



397 




Tenth Article in the 
Family Home Evening Series 

WHOSE IDEA 
IS THIS? 

by Reed H. Bradford 

The parents of a 2 2 -year-old boy were emotion- 
ally upset and sorrowful. They were earnestly seek- 
ing help to solve a problem involving him. He had 
announced to them that he was going to marry a 
girl of whom they very much disapproved. For a 
long time they explained the reasons for their dis- 
approval and stated further that they had pointed 
these out to their son on many occasions. 

"I cannot understand it," said the mother. 
"When he was growing up, he always listened to our 
counsel. Now he is completely ignoring it. Why?" 

The son was called in and asked if he felt in- 
clined to talk about the problem. He replied that 
he very much wanted to explain his own position. 
Over the course of many interviews, one aspect of 
the situation became clear, 

"All throughout my life," he said, "my parents 
have told me how I should behave. Oh, I know that 



(For Course 13, lesson of November 21, "Responsibility"; for 
Course 25, lessons of November 21 and 28, "Discipline"; and of 
general interest in Family Home Evening lessons.) 



their intentions have been good; I know they want 
the best for me. But whenever I have held to a posi- 
tion which was different from theirs, they have made 
me feel guilty. They gave me the impression that 
since they were my parents and had more knowledge 
and experience, I should accept their ideas. Other- 
wise I would not be honoring them. 

"As I grew into my teen years, I began to re- 
sent my inability to present my own views and have 
them seriously considered. This time I have decided 
to go ahead and carry out my own decision even 
though I know they don't agree with it." 



She had excellent intellectual ability. She dem- 
onstrated an insight into complicated aspects of dif- 
ficult problems. But it was very evident to many 
members of the class that she was defensive and did 
not listen to other points of view. Not really. She 
always seemed to be trying to impose on others her 
own way of looking at things. 

A wise counselor was able to help her see what 
she was doing. One day after she had gained new 
understanding of how she was affecting others, she 
remarked that perhaps one reason she had been so 
defensive and had often attempted to impose her 
ideas on others was because of her relationship with 
her mother. "I think I can honestly say that I never 
remember my mother ever admitting she was wrong. 
As the years passed by, this caused increased re- 
sentment in me, and I found myself not listening 
to her. Neither did I consult her to gain her coun- 
sel. In rejecting her I also rejected her ideas, even 
though many of them were sound, I'm sure." 

• • • 

The Gospel teaches that each individual is a 
sacred personality and a child of his Heavenly 
Father. Our attitude toward others should be to 
help them become more like God. In the final anal- 
ysis, they can only achieve this end if they have 
the opportunity to become involved in experiences 
designed to allow them to grow. Parents' example 
in the home can help their children to understand 
the kind of marriage and family life that is to be 
desired. In the Family Home Evening important 
principles of successful marriage and family life can 
be discussed. But in a parent's relationships with 
his children, there is a line which he does not cross. 
He does not give his children the impression that 
something is being forced upon them. Rather, chil- 
dren are given every opportunity to express their 



398 



THE INSTRUCTOR 



views, to consider various aspects of a question. They 
are taught to manage their emotions so that the 
Holy Ghost and their own abilities to reason might 
play a major role in their lives. In the first case 
mentioned above, the young man's desire to exer- 
cise his free will and be responsible for his own de- 
cisions was so great that he was reacting almost sole- 
ly upon the basis of emotion. He was blinded to 
many of the characteristics of the girl he proposed 
to marry. The more his parents pointed them out 
to him, the more he refused to see them. 

Parents can do many things to involve their 
children in growth experiences. The following are 
some of them: 

1. Give children responsibility commensurate 
with their age, knowledge, wisdom, and experience. 
It is appropriate for a child to conduct Family Home 
Evening under the direction of the father or other 
person presiding. 

One set of parents takes the family with them 
when they go shopping and assign some of the chil- 
dren the responsibility of finding the best bargains. 
These children are learning a skill that will serve 
them well when they themselves marry. 

A son in one family complained about having his 
father cut his hair. His father provided an oppor- 
tunity for the boy to earn his own money and told 
him that now he could arrange to have his hair cut 
by the barber. But the son had to work hard for 
his money; and since he wanted it to buy some im- 
portant things, he concluded that it would be better 
to "let" his father cut his hair. 

2. Challenge a child concerning the meaning 
of a principle. A teacher in one of the Church or- 
ganizations began asking her students the meaning 
of The Articles of Faith. She was surprised to find 
that although the students could repeat them all 
from memory, they had very little understanding of 
what these standard doctrines meant. She asked 
the students to discuss these important bases of 
the Gospel with their parents. The parents began to 
consider them at appropriate times. One useful 
method for doing this was through role playing. The 
parents would assume the role of nonmembers of 
the Church and would ask their children all kinds 
of questions about the fundamental principles of 
the Gospel. 

3. Let children begin to assume the responsibil- 
ity for the consequences of their decisions. One 
young girl wanted her parents to tell her which 
junior high school she should attend after she had 



graduated from elementary school. Her parents 
were willing to help her analyze the situation, but 
they then indicated to her that she was old enough 
to make this decision. They refused to tell her 
what she should do. Three years later she thanked 
them. "I can see now that I grew a great deal as a 
result of having to think the matter through," she 
said. 

4. Share with them some of the problems and 
decisions with which the parents are faced. A ques- 
tion such as, "What do you think we should do?" 
will cause the child to develop a sympathy for his 
parents. 

• • • 

President Lorenzo Snow said: "We must learn to 
rule ourselves and not rule too much over others, nor 
seek to do that which we cannot do. Some men try 
to make their wives and children do right faster than 
the Lord could if He were here Himself. There is 
no need to fret if this cannot be done." 1 

When an individual feels that a given idea is 
"my" or "our" idea, he is more likely to give it his 
support. The Lord, being aware of this principle, 
warned priesthood members not "to exercise con- 
trol or dominion or compulsion upon the souls of 
the children of men, in any degree of unrighteous- 
ness. ..." (Doctrine and Covenants 121:37.) Rather, 
all our efforts should attempt to enlighten the in- 
dividual and help him understand the principle and 
that it will bring him everlasting joy to apply it in 
his life. Following is an illustration of kindness: 

June, July and August are months when children are 
especially tempted to pick the neighbor's flowers. I think 
this problem is common almost everywhere. 

My young son was always the first offender of the 
season, but I am happy to say it only took one thoughtful 
neighbor to make him see the joy of watching a flower 
grow from a bud, right on to a full bloom, and in just this 
way he transformed my little flower thief into a nature 
lover. 

It happened last summer when my son came home with 
his little fist full of tulips. He "just found them" was his 
story. A quick search of the neighborhood and I located 
the source. I immediately sent him back alone to face his 
first real problem in life, and in an hour he returned; 
clutched in his hands was a box full of tiny, pink flowers, 
earth and all. My kind neighbor had dug up a plant and 
had given Joel all the instructions for resetting it. Then 
he explained to Joel that no one should touch it, that he 
was the sole owner of this tiny, precious plant. 

I will forever be grateful for this gentle, thoughtful 
lecture. Joel now each year has his own plants and never 
picks a flower from them. I also have a selection of flowers 
just waiting for some small flower thief. I even have the 
box and shovel ready, and in that same gentle way my son 
was taught, I hope to teach other little children. 2 

iQuoted from the Deseret News Church Section, June 26, 1965. 
2 Mrs. Edwin Kinder, Woman's Day, July, 1965, page 4. 
Library File Reference: Youth. 



OCTOBER 1965 



399 



WHY AND WHY NOT? 



Junior 

Sunday 

School 




WHY ARE CHILDREN'S BIRTHDAYS NOT 

RECOGNIZED IN JUNIOR SUNDAY SCHOOL 

WORSHIP SERVICE? 

A child's birthday is a very special occasion to 
him and warrants personal attention from his close 
associates. Most homes recognize this opportunity 
and plan some happy event for the day. The Primary 
Association, too, in its outlined program, provides 
an outstanding opportunity for a child to be honored 
by his associates as they sing to him, and for him 



to honor himself in a generous act of "birthday pen- 
nies" for a worthy cause. 

In recognition of these two fine experiences 
which most children have each birthday, and be- 
cause Junior Sunday School is a worship service on 
the Sabbath, no regular birthday observation is 
planned in its program. Class teachers will make the 
best contribution as they quietly join with the child 
in the joy of his growing up and weave this signifi- 
cance into the lesson presentation. 

Devotional exercises are planned as a full pro- 
gram of worship for children and will meet the 
needs of young members of the Church best when 
they are kept on this plane. Any focus on a child's 
birthday could be made in mentioning his developing 
abilities of performance or in announcing his bap- 
tism, as with the 8 -year-old. 

Thoughtful coordinators, as they plan with class 
teachers, will find satisfying ways to note with chil- 
dren that growing up means growing in responsi- 
bility. 

— Junior Sunday School Committee. 



Library File Reference: Sunday Schools — Mormon — Junior Sunday School. 



THE BEST FROM THE PAST 



This is a supplementary chart to help teachers find 
good lesson material from past issues of The Instructor. 
To purchase magazines, you may quote code numbers on 
the chart which interest you, and send 35c for each copy 
desired. Reprints of many center spread pictures (not flan- 
nelboard characters) are available for 15^ each. 

We encourage Latter-day Saints to subscribe to and 
save The Instructor as a Sunday School teacher's encyclo- 
pedia of Gospel material. 



Abbreviations on the chart are as follows: 

First number quoted is the year. 

Second number quoted is the month. 

Third number quoted is the page. (e.g. 60-3-103 means 

1960, March, page 103.) 
Fbs — flannelboard story. 
Cs — center spread. 
Isbc— inside back cover. 
Osbc — outside back cover. 
* — not available. 





SUNDAY SCHOOL COURSE NUMBER 


Dec. 


1 


la 


3 


5 


7 


9 


11 


13 


15 


17 


21 


25 


27 


29 


5 




63-9-312 


59-9-292 


57-9-274 
60-1-3 


59-6-207 
61-8-267 
63-11-382 


63-9-312, 
314 

63-10-344 
346 

64-2-49 


59-9-286 
61-10-356 


63-10-375 
63-11-386 


65-1 -Cs 


61-10-330 


63-10-373 
64-10-412 


60-5-163 

60-10- 
Osbc 

60-11-372 


57-8-230 

58-6-Cs 

58-7-Cs 


59-8-254 

59-9-Cs 

59-10-345 

61-10-330 

64-2-61 


12 


63-10-359 
Fbs 


61-10-327 


61-10-348 


63-10-361 

63-10-359 
Fbs 


59-6-207 
63-10-Cs 
63-11-382 


59-8-280 

59-9-304 

61-10-338 

64-9- 
Cover 


61-10-356 


59-9-303 




64-1-35 


63-9-333 


61-11-376 

63-7-268 
Isbc 


58-6-Cs 
58-7-Cs 


59-9-284 

61-10-298, 

328, 357 

62-11-374 
63-9-314 
63-10-348 
64-1-26, 35 


19 


56-12-Cs 
63-10-361 


56-12-Cs 
59-9-292 
63-10-361 


56-12-Cs 

59-9-292 

59-9-303 

61-9-318 

63-10-359 
Fbs 

63-10-361 


56-12-Cs 
61-9-318 
61-10-333 
63-10-361 


61-9-318 

63-10-359 
Fbs 

63-10-361 


59-9-292 

59-9-303 

63-10-359 
Fbs 

63-10-361 


59-9-292 


59-8-268 
61-7-248 
61-9-293 
61-10-328 
63-8-274, 
286 Fbs 
63-10-348 


59-9-292 


59-9-292 




59-9-292 


62-3- 
Isbc 


59-9-292 


26 


61-10-333 


63-10-359 
Fbs 


61-10-333 

/ 


61-9-294 

61-10-348 

63-9-305 


61-3- 
Isbc 








59-9- 
Isbc 

61-10-298 




63-4-126 
63-8-275 




62-3-Isbc 





400 



THE INSTRUCTOR 



Jonah 



by Hazel W. Lewis 

To many scholars of the Bible, the story of Jonah is an allegory. "Jonah stands 
for Israel, intended from the first by God to be the missionary people to the rest of 
mankind, but refusing to recognize its destiny. The swallowing of Jonah by the fish 
represents the captivity, the deliverance, the return from exile." 1 

One of the most beautiful passages in the book of Jonah is his song of deliver- 
ance. It describes the terrible horror of the sea that the inland people of that time 
felt. 

The message of this story is most impressive. To God all individuals are im- 
portant and precious. He is no respecter of persons. 

THE STORY 

The Lord commanded Jonah, a prophet from Israel, to go to Nineveh, a city 
of wickedness, and "cry against it; for their wickedness is come up before me." 
(Jonah 1:2.) 

Now the people of Nineveh, capital of Assyria, did not believe in God. They 
worshiped idols. The thousands and thousands of people who lived behind the big 
walls of the city were gradually getting more wicked, until the Lord thought He 
might have to destroy them all. The people of Nineveh did not like the people of 
Israel, nor did they have any sympathy for Israel's religion. 

Jonah disliked the Ninevites because he thought all the Lord's blessings should 
be given to Israel. Perhaps he feared that the Lord might spare them if they changed 
their evil ways. 

So Jonah disobeyed the Lord. -Instead of going east to Nineveh, as commanded, 
he went west to Joppa, a big seaport city. There he found a ship going to Tarshish. 
He paid his fare and boarded the ship. 

The Lord caused a great wind to come upon the sea. The tempest was so great 
that the ship was in danger of being demolished. The sailors became afraid, and 
each prayed to his own god to save him. They threw many things into the sea to 
lighten the load of their ship. 

Now Jonah had gone down into the inner part of the ship, laid down, and 
was fast asleep during the storm. Perhaps he felt peaceful and safe, thinking he was 
far away from the Lord. 

So the shipmaster came to him, and said unto him, What meanest thou, O 
sleeper? arise, call upon thy God, if so be that God will think upon us, that <we perish 
not. (Jonah 1:6.) 

Then the sailors decided to cast lots to see which one of the passengers had 
caused the storm to come upon them. The lot fell upon Jonah. Then they began 
to ask him questions about his background. 



1 J. R. Dummelow, The One Volume Bible Commentary; Macmillan Company, New York, N. Y., 1958; p. 576. 

(Concluded on opposite back of picture.) 



Jonah 



THE STORY (Concluded) 

What is your occupation? Where do you come from? 
What is your country? And of what people are you? 

And he said unto them, I am an Hebrew; and J fear 
the Lord, the God of heaven, which hath made the sea 
and the dry land. (Jonah 1:9.) 

The sailors were now very frightened. They wanted 
to know what he had done and why he was fleeing from 
the Lord. 

Then said they unto him, What shall we do unto thee, 
that the sea may be calm unto us? . . . 

And he said unto them, Take me up, and cast me 
forth into the sea; so shall the sea be calm unto you: for 
I know that for my sake this great tempest is upon you, 
(Jonah 1:11, 12.) * 

The men were concerned and worried about doing as 
Jonah had asked. They did not want his death upon their 
consciences. So they rowed even harder, trying to bring 
the ship to shore, but the storm became more furious 
than ever. 

Wherefore they cried unto the Lord, and said, We 
beseech thee, O Lord, we beseech thee, let us not perish 
for this man's life, and lay not upon us his innocent 
blood. . . . (Jonah 1:14.) 

So they took Jonah and threw him into the sea and 
the sea calmed down. Then the men feared the Lord, 
and they offered a sacrifice to God. 

Now the Lord had prepared a great fish to swallow 
up Jonah. And Jonah was in the belly of the fish three 
days and three nights. (Jonah 1:17.) 

Then Jonah prayed unto the Lord his God out of the 
fish's belly. . . . 

And the Lord spake unto the fish, and it vomited out 
Jonah upon the dry land. (Jonah 2:1, 10.) 

Then the Lord spoke to Jonah a second time and 
asked him to go to Nenevah and give the people His mes- 
sage. This time Jonah obeyed the Lord. He started for 
Nineveh, the great city. After he arrived there, he said 
to the people, ". . . yet forty days, and Nineveh shall be 
overthrown." (Jonah 3:4.) The people who had heard 
Jonah were afraid and started to repent and believe in 
God. They proclaimed a fast, and rich and poor alike 
put on sackcloth. 

For word came unto the king of Nineveh, and he arose 
from his throne, and he laid his robe from him, and 
covered him with sackcloth, and sat in ashes. (Jonah 3:6.) 

Then the king made a proclamation stating that 
neither man nor beast should eat or drink water, but that 
they should be covered with sackcloth. He told them that 
all should turn from their evil ways, and that by doing 
so God might repent and turn from his anger, and thus 
they would not perish. 

When God saw that many people had repented and 
turned from their evil ways, his heart softened toward 
them. 

This made Jonah angry. He went out of the city and 
made a booth for himself, which was a rather rough 



shelter of poles and leaves. He waited to see what would 
happen to the city. It was not destroyed as he had fore- 
told. Jonah's pride was probably wounded because his 
words were proved false. People would think him a false 
prophet. The people of Nineveh whom he hated and 
who were the enemies of his nation were not to be de- 
stroyed. 

Jonah did not want to go back to his people. He 
thought it would be better for him to die. Then the Lord 
decided it was time for Him to teach Jonah a lesson. The 
Lord caused a gourd to grow to give him shade. The next 
day a worm attacked the plant, and it withered. When 
the sun rose it beat down on Jonah's head and he became 
faint and wished that he might die. He felt sorry for him- 
self and for the plant that had come up so quickly, only 
to wither away. 

Then said the Lord, Thou hast had pity on the gourd, 
for the which thou hast not laboured, neither madest it 
grow . . . and should not I spare Nineveh, that great city, 
wherein are more than sixscore thousand persons that 
cannot discern between their right hand and their left 
hand; and also much cattle? (Jonah 4:10, 11.) 

In other words, the Lord was trying to point out to 
Jonah that if he felt sorry for a gourd, even though he 
had not planted "or cared for it," why should not the 
Lord have compassion on those whom he had created 
and who were trying to learn right from wrong? 

ABOUT THE PICTURE 

Jonah's deliverance from the big fish is the subject of 
the centerspread picture. 

The artist Tissot has done a masterful piece of work 
showing Jonah's deliverance. The expression on Jonah's 
hollow-cheeked face shows that he has suffered, yet one 
sees there an expression of relief for his deliverance. 

His arms, legs, and torso are muscular, strong, and 
agile. No damage seems to have been done to his body 
during the ordeal. But there is no question about his suf- 
fering great mental anguish. 

The pose of his body, with arms outstretched, would 
indicate great relief that he has been freed from his 
enemy, the fish. Perhaps he is thinking how his prayer 
was really answered. For it was while he was in the belly 
of the big fish that he cried out for deliverance wherein 
he said, 

"But I will sacrifice unto thee with the voice of thanks- 
giving; I will pay that that I have vowed. Salvation is of 
the Lord." (Jonah 2:9.) 



References: 



Elise E. Egermeier, Egermeier's Bible Story Book; The Warner Press, Ander- 
son, Indiana, 1947; "The Prophet Who Tried to Run Away From God." 

Marion G. Merkley and Gordon B. Hinckley, Leaders of the Scriptures; pub- 
lished by Deseret Sunday School Union Board, Salt Lake City, Utah, 1947; 
"Jonah, the Wilful." 

(For Course 5, lesson of November 7, "Jonah"; for Course 13, lesson of Decem- 
ber 19, "My Brother's Keeper"; for Course 17, lesson of November 21, "Salvation 
Available to All"; for Course 25, lessons of November 21 and 28, "Discipline"; 
to support Family Home Evening lessons 40 and 42; and of general interest.) 

LIBRARY FILE REFENCE: Jonah. 



t 




The Sacrament 

is a Covenant 

and. a Promise 

A Flannelboard Story by Marie F. Felt 

Have you ever had to be reminded by your 
mother or father of something you should have 
done? Some of us need to be reminded often of this, 
and of the reasons why. In the case of Jesus, He 
knew that we would need frequent reminding of who 
had sent Him to this earth, why He had come, and of 
the many and great lessons that He taught while He 
was here. It was for this reason that He gave us 
the sacrament. This we partake of each Sunday, 
both in Sunday School and in sacrament meeting. 

It was Jesus who first "took bread, and blessed, 
and brake it," and gave it to His disciples on the 
evening just prior to His arrest and crucifixion. Then 
He said to them: "... Take, eat: this is my body. 
And he took the cup, and when he had given thanks, 
he gave it to them: and they all drank of it." (Mark 
14:22, 23.) Then He told them to do this often in 
remembrance of Him. (For a more complete account 
of this, plus the flannelboard figures to illustrate, 
see the center spread in The Instructor, June 1960. 
[End of Scene I.] 

But the disciples who were there at this last 
supper in Jerusalem were not the only ones to be 
given this reminder. Far across the ocean the Ne- 
phites who had left Jerusalem 600 years before 
Christ was born were later given this reminder, too. 

It was in the land Bountiful, somewhere in the 
Americas; and as a great multitude was gathered 
about the temple conversing about Jesus, they heard 
a voice. They heard it a second and again a third 
time. It was God, the Father, introducing His Son, 
Jesus Christ to them. This is what He said, "Be- 
hold my Beloved Son, in whom I am well pleased, 



(For Course 3, lesson of December 12, "The Sacrament Is in 
Kememtarance of Jesus"; for Course 5, lesson of December 26, "The 
Sacrament Is a Reminder"; to support Family Home Evening lessons 
26 and 39; and of general interest.) 



in whom I have glorified my name — hear ye him." 
(3 Nephi 11:7.) And as the multitude looked 
toward heaven, they saw Jesus descending, and He 
came down and stood in their midst. 

Then He stretched forth His hand and spoke to 
them, saying, "Behold, I am Jesus Christ, whom the 
prophets testified shall come into the world." (3 Ne- 
phi 11:10.) 

"And it came to pass that when Jesus had spok- 
en these words the whole multitude fell to the earth; 
for they remembered that it had been prophesied 
among them that Christ should show himself unto 
them after his ascension into heaven." (3 Nephi 
11:12.) [End of Scene II.] 

Then Jesus spoke to them, inviting them to come 
and thrust their hands into His side and see the 
prints of the nails in His hands and His feet. "And 
... the multitude went forth . . . and this they did 
do. . . ." (3 Nephi 11:15.) [End of Scene III.'] 

After spending much time with them, preaching 
to them and telling them of the things that God 
wanted them to do, He ordained men to the priest- 
hood that they might have authority to do things in 
His name. Then He said, ". . . And to him will I 
give power that he shall break bread and bless it 
and give it unto the people of my church, unto all 
those who shall believe and be baptized in my name. 

"And this shall ye always observe to do, even as 
I have broken bread and blessed it and given it 
unto you. 

"And this shall ye do in remembrance of my 
body, which I have shown unto you. And it shall be 
a testimony unto the Father that ye do always re- 
member me. And if ye do always remember me ye 
shall have my Spirit to be with you. 

"And it came to pass that when He said these 
words, he commanded his disciples that they should 
take of the wine of the cup and drink of it, and that 
they should also give unto the multitude that they 
might drink of it. 

"And when the disciples had done this, Jesus 
said unto them: Blessed are ye for this thing which 
ye have done, for this is fulfilling my commandments, 
and this doth witness unto the Father that ye are 
willing to do that which I have commanded you." 
(3 Nephi 18:5-10.) [End of Scene IV.] 

Many, many years later, God, the Father, and 
His Son, Jesus Christ, appeared to Joseph Smith 
here in America and restored the Gospel to this 
earth. Later it was revealed to the young Prophet 
that the sacrament as Jesus had introduced it to his 
disciples in Jerusalem and to the Nephites living on 
the American continent, should become a part of our 

(Concluded on following page.) 



OCTOBER 1965 



401 



THE SACRAMENT IS A COVENANT AND A PROMISE (Concluded from preceding page.) 



worship service in these latter days. He even gave 
to him the same prayers to be said, as the sacrament 
is blessed, as He had the Nephites when He was with 
them. 

These prayers we hear every Sunday, both at 
Sunday School and at sacrament meeting. This is 
what they say — Read from Doctrine and Covenants 
20:77 and 79. [End of Scene V.] 

So that we will understand just what these pray- 
ers mean and what we are doing when we partake of 
the sacrament, President David 0. McKay, our 
Prophet, has instructed us in this. He says that 
when we say "0 God the Eternal Father," it is an 
acknowledgement on the part of each one of us that 
the Lord is present; at least His Spirit is in possible 
communication with the spirit of each one of us who 
seek Him. A most reverent attitude should be 
maintained during the administration of the sacra- 
ment. Everyone present should think of Jesus' life 
and what He has done for us. 

He tells us, too, that all who partake of the sac- 
rament are saying that they are willing to obey the 
commandments of God; that they will always re- 
member Him and do all that He teaches us to do. 

If we do this, it means that we will always be 
honest; we will always tell the truth; we will not be 
selfish; we will be good workers, and we will not 
curse or swear when we speak. We will treat all men 
as our brothers. If we do all these things, not only 
on Sunday but every day of the week, we will be 
happy; and the Lord will love and bless us. 

Each Sunday as we go to Sunday School and 
sacrament meeting, and partake of the Sacrament, 
we will be reminded of all that Jesus did for us and 
the ways in which we can show Jesus that we love 
Him and God, our Father. It will help us to be 
strong and full of courage to do the right things, 
always, every day of the week. [End of Scene V/.] 



Library File Reference : Sacrament. 



How To Present the Flannelboard Story: 

Characters and props needed for the presentation are: 

For the characters needed for the story of the Last 
Supper, see The Instructor, June 1960; or May, 1965. 

Jesus, in upright position. (BM 74.) 

A few people came to see His wounds. (BM 75.) (Extra 
figures found in The Instructor, November and December, 
1959.) 

Nephite people are seated as the sacrament is passed 
to them. (BM 76.) 

Sacrament goblet and bread tray. (BM 77.) 

Two priests kneeling. (ML 42.) 

Little children seated, facing the priests and the sacra- 
ment table. Their eyes are closed, and their heads are bowed. 
(ML 43.) 

Deacon passing the sacrament. (ML 44.) 

Little children seated, with arms folded, except some 



who are receiving the sacrament. They are thinking of 
what partaking of the sacrament means. (ML 45.) 

Order of Episodes: 

Scene I: 

Scenery: The upper room where the Lord's Supper is 
being held. 

Action: Jesus is seen with His disciples at the table. He 
gives them broken bread and wine which are sym- 
bols of his flesh and blood. He tells them to 
partake of these often in remembrance of Him. 
See The Instructor, June 1960. 
Scene II: 

Scenery: Outdoor scene in the land Bountiful. The 
temple is seen in the background. 

Action: A multitude of Nephites are before the Temple. 
They hear a voice, then see Jesus descending. 
(Teachers may show center spread picture, "Jesus 
Christ Appearing to the Nephite people, "The In- 
structor, December, 1962.) 
Scene III: 

Scenery: Same as Scene II. 

Action: As multitude look on, a few people step forward 
to see Jesus' wounds. 
Scene IV: 

Scenery: Same as Scene III. 

Action: Nephite people partake of the sacrament. 
Scene V: 

Scenery: An interior scene of a ward chapel. 

Action: Two priests are officiating at the sacrament 
table. Little children are seated facing them, with 
eyes closed and hands bowed, as they listen to the 
prayers being said. 
Scene VI: 

Scenery: Same as Scene V. 

Action: Children are seated erect. The sacrament is 
being passed by deacons. Children are thinking 
what it means to partake of the sacrament. 



Order of Flannelboard Scenes 



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402 



THE INSTRUCTOR 



THE HIGHWAY TO ETERNAL LIFE IS MARKED BY . . . 

FAITH, HOPE, AND CHARITY 

by Chauncey C. Riddle* 



As the Prophet Moroni was completing his mes- 
sage to the people of the latter days, he found it 
expedient in the Lord to include in his record some 
of the choice teachings of his father, Mormon. One 
of these specially preserved sermons is concerned 
with faith, hope, and charity, the three great virtues 
of the sons and daughters of God. 

The foundation of all righteousness, Mormon 
emphasizes, is faith in the Lord Jesus Christ. The 
Lord blesses men with knowledge of His will; this 
makes faith possible. 

And behold, there were divers ways that he 
\_God~] did manifest things unto the children of men, 
which were good; and all things which are good 
cometh of Christ. . . . (Moroni 7:24.) 

Men who delight in righteousness believe God 
when they receive instruction from Him. Belief in 
the words of Christ enables them to act in faith, to 
carry out the instructions of God. As men obey 
God, the fruits of righteousness abound in their lives. 

Wherefore, by the ministering of angels, and by 
every word which proceeded forth out of the mouth 
of God, men began to exercise faith in Christ; and 
thus by faith, they did lay hold upon every good 
thing. . . . (Moroni 7:25.) 

One of the blessings consequent to faith in Christ 
is to be able to have hope, Mormon tells us. If we 
have kept the commandments of God, we then be- 
come heirs to the promises, and we can rightfully 
anticipate blessings from God: 

And what is it that ye shall hope for? Behold I 
say unto you that ye shall have hope through the 
atonement of Christ and the power of his resurrec- 
tion, to be raised unto life eternal, and this because 
of your faith in him according to the promise. (Mo- 
roni 7:41.) 

Those who see with the eye of faith look forward 
in hope to the overcoming of all of their personal 
problems. Putting their trust in the Saviour, they 
strive to obey Him in all things, hoping for the time 
when every bad habit, every false notion, every evil 
desire, every thoughtless moment will have been sub- 
dued. They hope for strength to resist temptation, 
for help to avoid error, for courage to face adversity, 



(For Course 15, lesson of December 12, "Moroni's Farewell"; for 
Course 17, lesson of November 21, "Salvation Available to All"; of 
general interest to Courses 9, 13, 27, and 29; to support Family Home 
Evening lesson 40; and of general interest.) 



for power to bring to pass much righteousness. Their 
hope is a bright, vitalizing, liberating power, for 
they know in whom they trust: 

. . . Whatsoever thing ye shall ask the Father in 
my name, which is good, in faith believing that ye 
shall receive, behold, it shall be done unto you. 
(Moroni 7:26.) 

Not only the personal but also the social prob- 
lems of mankind are lightened through hope in 
Christ. He who mourns the tyranny in human his- 
tory can hope for the reign of Him whose right it is 
to rule, knowing that righteousness will triumph over 
evil. He sees a day when men will serve God, not 
mammon — the time of true brotherhood, real peace, 
and genuine prosperity for all. He sees order in homes, 
love in families, and consideration and kindness for 
all. He hopes for the new world which is to be 
built upon the ashes of the old. 

But the greatest hope of the servant of God is 
not for this life. That hope is for eternity, where 
God and the angels dwell, where Satan is bound for- 
ever. He hopes for the perpetuity of the family 
wherein he and his dear wife, his parents, and his 
children can live and serve together in freedom and 
love forever. He hopes to gaze unashamedly into the 
face of the great Being who gave His all for man- 
kind. He hopes to do the works of righteousness 
and godliness always. Thus, if a man has faith, he 
can have hope; if he has hope, then he can endure 
the trials of the world unto the salvation of his soul. 

When a man has this faith and hope in Christ, 

Mormon emphasizes, then he can have and needs 

to have the greatest of all virtues, which is charity, 

the pure love of Christ. This pure love is a gift 

from God through His Holy Spirit, which gift comes 

to all who seek it through faith. No man can love 

purely except he be taught how to do so by God; 

no one can return good for evil always, as pure love 

demands, except he has a hope in Christ. This 

virtue is so important that if his faith and hope do 

not lead him to that pure love, then he is nothing. 

That love is the bond which Elijah spoke of which 

(Concluded on page 405) 

* Chauncey C Riddle is a professor of philosophy and chairman 
of the Department of Graduate Studies in Religious Instruction at 
Brigham Young University. He obtained his B.S. in 1947 from BYU 
and both his M.A. in 1951 and Ph.D. in 1958 from Columbia Uni- 
versity. He presently serves on the high council of Sharon (Utah) 
Stake. His wife is the former Bertha Allred. They have eight 
children. 



OCTOBER 1965 



403 



Superintendents 




A Tribute to 

Junior Sunday School 

Coordinators 



Devoted, industrious, and reli- 
gious officers and teachers spend 
hours each week in preparation 
for and conduct of the almost 
6,000 smooth - running Sunday 
Schools in the Church. They de- 
serve commendation. In this issue 
we wish to mention one group 
especially: Junior Sunday School 
coordinators. 

Each coordinator is at one time 
an executive, a teacher-trainer, and 
a diplomat. She suggests names of 
prospective teachers to the super- 
intendency for consideration and 
call by the bishopric. Both she and 
the assistant superintendent visit 
teachers and classes each Sunday, 
but generally the assistant super- 
intendent's suggestions for im- 
provement of classroom teaching 
are brought to the teachers' atten- 
tion by the coordinator. It is the 
coordinator who frequently calls 
special group meetings of Junior 
Sunday School teachers to pre- 
pare lessons jointly for future Sun- 
days. It is the coordinator who 
generally conducts the worship 
service of the Junior Sunday 
School after the assistant super- 
intendent, representing the priest- 
hood authority, has greeted chil- 



dren and turned the exercises over 
to her. It is the coordinator who 
is able, far better than most men, 
to understand problems of small 
children and to be understood by 
them. She knows when John is 
ready to offer a prayer or an in- 
spirational verse, and when it 
would be inadvisable to call on 
Mary. She senses how important 
security is to children, and how to 
give it to them. She reaches out 
and receives the children's love 
and confidence, making Sunday 
School a happier experience, and 
leaving children with a desire to 
return each week. 

The superintendency is in 
charge of Senior and Junior Sun- 
day Schools, and one of the super- 
intendency is specifically in charge 
of the latter. The coordinator 
brings him closer to problems of 
teachers, and makes it possible for 
the superintendency to lead the 
Sunday School as a whole. Every 
week she and the assistant super- 
intendent go over the program 
which has been planned for the 
next week. Then the assistant 
repeats this program to the super- 
intendency in weekly council 
meeting. 



Some superintendents find it ad- 
visable to invite the coordinator to 
attend weekly council meetings 
from time to time. 

Whether or not the coordinator 
is a mother in her own home, she 
is a mother by adoption every 
Sunday morning. She is faithful, 
tactful, loving, hardworking, and 
always pleasant. It is she who has 
made one of the greatest contribu- 
tions to the success of Junior Sun- 
day School. 

— Superintendent 
David Lawrence McKay. 



COMING EVENTS 

Oct. 1-3, 1965 

Semi-annual 

General Conference 

• • • 

Oct. 3, 1965 

Semi-annual Sunday 
School Conference 



Dec. 19, 1965 

Christmas 

Worship Service 



The Deseret Sunday School Union 



George R. Hill, General Superintendent 

David Lawrence McKay, First Assistant General Superintendent; Lynn S. Richards, Second Assistant General Superintendent 
Wallace F. Bennett, General Treasurer; Paul B. Tanner, Assistant General Treasurer; Richard E. Folland, General Secretary 

MEMBERS OF THE DESERET SUNDAY SCHOOL UNION BOARD 



George R. Hill 
David L. McKay 
Lynn S. Richards 
Wallace F. Bennett 
Richard E. Folland 
Lucy G. Sperry 
Marie F. Felt 
Gerrit de Jong, Jr. 
Earl J. Glade 
A. William Lund 
Kenneth S. Bennion 
J. Holman Waters 
H. Aldous Dixon 
Leland H. Monson 
Alexander Schreiner 
Lorna C. Alder 
A. Parley Bates 



William P. Miller 
Vernon J. LeeMaster 
Claribel W. Aldous 
Eva May Green 
Melba Glade 
Addie L. Swapp 
W. Lowell Castleton 
Henry Eyring 
Carl J. Christensen 
Hazel F- Young 
Florence S. Allen 
Beth Hooper 
Asahel D. Woodruff 
Frank S. Wise 
Clair W. Johnson 
Delmar H. Dickson 
Clarence Tyndall 



Wallace G. Bennett 
Addie J. Gilmore 
Camille W. Halliday 
Margaret Hopkinson 
Mima Rasband 
Edith Nash 
Minnie E. Anderson 
Alva H. Parry 
Harold A. Dent 
Bernard S. Walker 
Paul B. Tanner 
Catherine Bowles 
Raymond B. Holbrook 
Joseph Fielding Smith, 
Lorin F. Wheelwright 
Fred W. Schwendiman 



Jr. 



Lewis J. Wallace 
Clarence E. Wonnacott 
Lucy Picco 
Arthur D. Browne 
J- Roman Andrus 
Howard S. Bennion 
Herald L. Carlston 
O. Preston Robinson 
Robert F. Gwilliam 
Dale H. West 
Bertrand F. Harrison 
Willis S. Peterson 
Greldon L. Nelson 
Thomas J. Parmley 
Jane L. Hopkinson 
Oliver R. Smith 



G. Robert Ruff 
Anthony I. Bentley 
Mary W. Jensen 
John S. Boyden 
Golden L. Berrett 
Marshall T. Burton 
Edith B. Bauef 
Elmer J. Hartvigsen 
Donna D. Sorensen 
Calvin C. Cook 
A. Hamer Reiser 
Robert M. Cundick 
Clarence L. Madsen 
J. Elliot Cameron 
Bertrand A. Childs 
James R. Tolman 



Richard L. Evans, Howard W. Hunter, Advisers to the General Board 



404 



THE INSTRUCTOR 



Answers to Your Questions 



Memorized Recitations 



Announcing Participants' Names 

Q. When does the conducting 
member of the superintendency 
announce the names of those par- 
ticipating in the exercises: that is, 
the one offering the opening 
prayer, the 2 ^-minute speakers, 
visiting authorities, etc? 

— Sunday School Semi-annual 
General Conference. 

A. Whenever possible the names 
of those participating in the wor- 
ship service should be placed on 
the bulletin board, in the ward 
calendar, or on printed leaflets, 
instead of being given orally. Oth- 
erwise, in a brief announcement 
after the devotional prelude, the 
names of those participating, as 
well as recognition of visiting 
authorities, can be made. (See 
The Sunday School Handbook 
1964, page 31.) 

Announcing Hymn Numbers 

Q. When does the conducting 
member of the superintendency 
announce the numbers of the 
hymns to be sung? 

A. Never. Hymnbooks should 
be distributed, and numbers of the 
hymns should be placed on the 
bulletin board before the begin- 



ning of the devotional prelude. 
(See Handbook, pages 24 and 31.) 

Talk Responsibilities 

Q. Who is in charge of the 2%- 
minute talks? 

A. The superintendency makes 
the assignments to the classes; 
thenceforth the teachers involved 
have the responsibility. Two-and- 
one-half-minute talks should be 
frequent exercises as part of the 
lesson preparation in classes. (See 
Handbook, page 50.) 

Frequency of Preparation Meetings 

Q. When may stake prepara- 
tion meetings be held quarterly? 

A. Quarterly preparation meet- 
ings have been tried many times 
throughout the Church and are 
still being used in those places 
where travel and other conditions 
make monthly assemblies a hard- 
ship. In every stake where month- 
ly meetings are possible, we 
have found that the quarterly pre- 
paration meeting is a poor substi- 
tute for the monthly meeting. The 
detailed help which the monthly 
preparation meeting can give 
teachers is not possible in only 
four meetings per year. 

— General Superintendency. 



For Dec. 5, 1965 

Scriptures listed below should 
be memorized by students from 
Courses 7 and 13 during October 
and November. Students should 
then recite, in unison, passages for 
their respective class during the 
Sunday School worship service of 
Dec. 5, 1965. 

Course 7: 

(These verses are a popular 
aphorism applying to faith.) 
"Thou believest that there is one 
God; thou doest well: the devils 
also believe, and tremble. 

"But wilt thou know, O vain 
man, that faith without works is 
dead?" 

— James 2:19, 20. 

Course 13: 

(On the Isle of Patmos John 
saw and recorded the last judg- 
ment of the dead.) 

"And I saw the dead, small and 
great, stand before God; and the 
books were opened: and another 
book was opened, which is the 
book of life: and the dead were 
judged out of those things which 
were written in the books, accord- 
ing to their works." 

— Revelation 20:12. 



FAITH, HOPE, AND CHARITY (Concluded from page 403.) 

would keep the earth from being utterly wasted. It 
is the ultimate power of the holy priesthood and the 
highest fruit of its ordinances. That love is the 
only motivation sufficient to enable a man or wom- 
an to overcome all things. It is a pure, selfless love 
for God and for one's fellowmen, and through it 
comes the joy for which man was created. 

In answer to the question "What does it mean 
to seek first the kingdom of God and his righteous- 
ness?" we might well answer that it means to attain 
a fulness of faith, hope, and charity, through the 
laws and ordinances of the Gospel. We are much 



indebted to Mormon and Moroni for preserving for 
us these precious teachings, and we could well heed 
Mormon's plea: 

Wherefore, my beloved brethren, pray unto the 
Father with all the energy of heart, that ye may be 
filled with this love, which he hath bestowed upon 
all who are true followers of his Son, Jesus Christ; 
that ye may become the sons of God; that when he 
shall appear we shall be like him, for we shall see 
him as he is; that we may have this hope; that we 
may be purified even as he is pure. Amen. (Moroni 
7:48.) 

Library File Reference: Charity. 



OCTOBER 1965 



405 




Jesus' Use of 
Illustrations 



Sixth Teacher Improvement Article 

In the Series 
"Jesus, the Master Teacher^ 

by Lowell L. Bennion 



In the previous article of this series it was noted 
that Jesus used a masculine vocabulary — words 
which symbolized things we could "touch and see." 
The concreteness and vividness of His teaching was 
further enhanced by His many illustrations drawn 
from nature and human nature. He seldom left 
His hearers in a world of abstraction or generality 
but tied His ideas to things they could feel, see, or 
do. This is one reason His teachings are memorable 
through the centuries. 

Illustrations from Nature 

Jesus grew up in the village of Nazareth which 
was nestled in the hills. Below Him lay the plain of 
Esdraelon, and not far away the beloved Sea of 
Galilee. Hardly anything stood between Him and 
this lovely world of nature which He and the Father 
had created. He spent most of His brief life among 
villagers. It is obvious from His teachings that He 
spoke their language, drawing richly from His ob- 
servation of nature. Note, for example, how vividly 
He illustrates the supremacy of the spiritual over the 
material things of life in His Sermon on the Mount: 

Therefore I say unto you, Take no thought for 
your life, what ye shall eat, or what ye shall drink; 
nor yet for your body, what ye shall put on. Is 
not the life more than meat, and the body than 
raiment? Behold the fowls of the air: for they sow 
not, neither do they reap, nor gather into barns; 
yet your heavenly Father feedeth them. Are you 
not much better than they? . . . Wherefore, if God 
so clothe the grass of the field, which today is, and 
tomorrow is cast into the oven, shall he not much 
more clothe you, O ye of little faith? (Matthew 
6:25, 26, 30. Read also Matthew 6:19-34.) 

Again, in summarizing His thought, persuading 
men to live His teachings, He translates Gospel liv- 
ing into houses built upon rock and sand: 



Art by Dale Kilbourn. 

Therefore whosoever heareth these sayings of 
mine, and doeth them,, I will liken him unto a wise 
man, which built his house upon a rock: And the 
rain descended, and the floods came, and the winds 
blew, and beat upon that house; and it fell not: for 
it was founded upon a rock. And every one that 
heareth these sayings of mine, and doeth them not, 
shall be likened unto a foolish man, which built his 
house upon the sand: And the rain descended, and 
the floods came, and the winds blew, and beat upon 
that house; and it fell: and great was the fall of it. 
(Matthew 7:24-27.) 

Turn where you will in the Gospels, even in the 
more theological and profound Gospel of John, you 
live and move in the world of nature: 

Come unto me, all ye that labour and are heavy 
laden, and I will give you rest. Take my yoke upon 
you, and learn of me; for I am meek and lowly in 
heart: and ye shall find rest unto your souls. For 
my yoke is easy, and my burden is light. (Matthew 
11:28-30.) 

And he spake many things unto them in parables, 
saying, Behold, a sower went forth to sow; And when 
he sowed, some seeds fell by the wayside, and the 
fowls came and devoured them up: Some fell upon 
stony places, where they had not much earth: and 
forthwith they sprung up, because they had no deep- 
ness of earth: And when the sun was up, they were 
scorched; and because they had no root, they with- 
ered away. And some fell among thorns; and the 
thorns sprung up, and choked them: but others fell 
into good ground, and brought forth fruit, some 
an hundredfold, some sixtyfold, some thirtyfold. 
(Matthew 13:3-8.) 

And Jesus, walking by the sea of Galilee, saw 
two brethren, Simon called Peter, and Andrew his 
brother, casting a net into the sea: for they were 
fishers. And he saith unto them, Follow me, and I 
will make you fishers of men. (Matthew 4:18, 19.) 

O Jerusalem, Jerusalem, which killest the proph- 
ets, and stonest them that are sent unto thee; how 
often would I have gathered thy children together, 



406 



THE INSTRUCTOR 



as a hen doth gather her brood under her wings, and 
ye would not! (Luke 13:34.) 

Another parable put he forth unto them, saying, 
The kingdom of heaven is like to a grain of mustard 
seed, which a man took, and sowed in his field: 
which indeed is the least of all seeds: but when it is 
grown, it is the greatest among herbs, and becometh 
a tree, so that the birds of the air come and lodge in 
the branches thereof. (Matthew 13:31-32.) 

Another parable spake he unto them; The king- 
dom of heaven is like unto leaven, which a woman 
took, and hid in three measures of meal, till the 
whole was leavened. (Matthew 13:33.) 

And Jesus said unto them, I am the bread of life: 
he that cometh to me shall never hunger; and he 
that believeth on me shall never thirst. (John 6:35.) 

Then spake Jesus again unto them, saying, I am 
the light of the world: he that followeth me shall not 
walk in darkness, but shall have the light of life, 
(John 8:12.) 

Illustrations from Human Nature 

Jesus not only observed nature but human na- 
ture as well. His parables and sayings reveal His 
keen perception of man's thought and motivation. 
When, for example, His chosen disciples were dis- 
puting over which would be greatest in Christ's king- 
dom, the Saviour turned to a child — tangible and 
real — and said: 

. . . Verily I say unto you, Except ye be con- 
verted, and become as little children, ye shall not 
enter into the kingdom of heaven. Whosoever there- 
fore shall humble himself as this little child, the 
same is greatest in the kingdom of heaven. (Matthew 
18:3,4.) 

Jesus was quick to discern hypocrisy in the self- 
righteousness of scribes and Pharisees: 

Wo unto you, Pharisees! for ye love the upper- 
most seats in the synagogues, and greetings in the 
markets. (Luke 11:43.) 

Beware of the scribes, which desire to walk in 
long robes, and love greetings in the markets, and 
the highest seats in the synagogues, and the chief 
rooms at feasts; which devour widows' houses, and 
for a shew make long prayers: the same shall receive 
greater damnation. (Luke 20:46, 47.) 

In the Good Samaritan story, He observed that 
the self-righteous look away from the man in need, 
while the despised come to his rescue. (Luke 10.) 

To inspire men not to be covetous, He chose to 



talk about a man — known in every age and country 
— who built bigger and bigger barns to contain all 
his increase only to die before he could enjoy the 
same. (Luke 12:13-21.) 

Application 

Questions: 

1. Relate a teaching which you remember because it 
was made concrete and memorable through illustration. 

2. What are the values of illustrating the Gospel? 

3. Give one example of an illustration you plan to use 
in teaching a lesson in the coming month. 

The writer, as a boy of 12, had a Sunday School 
teacher who taught by experience and illustration. 
This man was not educated but was an observer of 
life. One evening he took his boys to town to see 
the men on skid row. They were wobbly, poorly 
dressed, and miserable of countenance — an unfor- 
gettable sight. 

Another time he talked to us about how blind- 
ing it is to go from light into darkness and how 
pleasing to emerge from darkness into light. In this 
manner he made repentance more attractive than sin. 

A teacher of college students — wishing to help 
them understand that science and religion can both 
play meaningful and complementary roles in their 
lives — had an artist paint the petals of a flower in 
various pastel hues — each one representing a differ- 
ent approach to life, such as art, philosophy, science, 
dents long after the general discussion is forgotten, 
ing, the colors appeared incongruous. Rearranged, 
they became harmonious and appealing. Much of 
the conflict between science and religion stems from 
our failure to understand the nature and role (the 
color) of each in life and the contribution of each 
to life as a whole. 

The creative teacher, like the creative writer, 
will keep a little notebook at hand and look for 
illustrations in daily life on which to hang his ideas 
so that they will not disappear into the world of 
abstraction, but live on in the memory of his stu- 
dents long after the general discussion is forgotten. 

Tolstoy, who was deeply moved by the teachings 
of Jesus, wrote several exciting stories to illustrate 
the Master's teachings. Great literature is replete 
with concrete illustrations of Gospel teachings. The 
teacher can stimulate his own power of imagination 
and observation by turning to such artists as Tol- 
stoy. 



Library File Reference: Teachers and teaching. 



OCTOBER 1965 



407 



«* 



I Heard tlie Bells on 
Christmas Day" 

Senior Sunday School Hymn for the Month of December 




Hymn: "I Heard the Bells on Christ- 
mas Day"; author, Henry Wadsworth 
Longfellow; composer, John Baptiste 
Calkin; Hymns — Church of Jesus Christ 
of Latter-day Saints, No. 219. 

An old adage says: "He prays 
twice who sings well in the con- 
gregation." Therefore we invite 
everyone to join in singing the sub- 
lime words of this month's prac- 
tice hymn by our great American 
poet, to the melody written by an 
important English organist. These 
two men wrote with professional 
skill, making this hymn one of the 
most artistic in all Christendom. 

There is a drama expressed in 
the succeeding stanzas. First, "I 
heard"; then, "I thought"; after 
that, "I bowed my head in de- 
spair." In the fourth stanza the 
conviction is, "The wrong shall 
fail, the right prevail." And finally, 
the chant sublime is, "Of peace on 
earth, good will to men!" 

To the Chorister: 

Please be careful to lead this 
music in a moderate tempo. We 
usually sing it too fast. The indi- 
cated speed, suggested by former 
Tabernacle Choir director J. Spen- 
cer Cornwall, is about four beats 
per five seconds, in case you have 
no metronome. The words succeed 
each other quite rapidly as it is, 
and the melody does not allow 
much time for breathing between 
phrases. We need to take some 
breath at the end of each eight 
syllables, in order to have suffi- 
cient wind with which to sing. So 
it is quite clear that the composer 
intended the hymn to be sung in a 
comfortable melodic style and 
surely not in a fast, breathless, 
rhythmic one. It is the melody, 
somewhat ballad-like, and not the 
rhythm that is important here. 



This hymn will be a good ex- 
ample for practicing our technique 
of "beginning" each stanza so that 
everyone will feel comfortably in- 
vited to sing the first word. The 
singing begins with an upbeat 
(anacrusis) , and this will be helped 
much if the director has learned 
how to give a clear preparatory 
beat. For a detailed study of this 
procedure consult Worship in Song 
by Dr. Clair W. Johnson. 

Let us consider the last measure. 
Here you will retard just a little. 
You may find that the last note 
will sound best when held about 
two beats. After that, let the chor- 
ister take two beats (without re- 
tard) of rest, then swing out his 
arms for the third, or preparatory 
beat, during which the people will 
wish to inhale; and all this will be 
followed naturally by the fourth 
beat, the upbeat, with which we 
will sing the first note and word 
of the following stanza. In effect, 
we will be adding about four beats 
between stanzas. Important: you 
will, of course, not beat out these 
added four beats, but rather do 
this in your mind only. 

As usual, we suggest that you 
practice this procedure at prepara- 
tion meeting and, if necessary, 
also at home in front of a large 
mirror. Practice until you can do 
it automatically. 

One special thought. This hymn 
is nearly at the end of the congre- 
gational section of our hymnbook. 
It is recommended that our con- 
gregation sing hymns from No. 1 
to 222, and that we let choirs and 
special groups use from 223 to the 
end of the book. 

To the Organist: 

This hymn can be difficult to 
play if taken at too fast a tempo. 



The bass line is difficult for the 
pedals, so do not mind leaving out 
pedals during most of the hymn. 
If you will begin playing pedals 
for the last eight notes in the 
music, you will be in very good 
Beethovian style. I imagine that 
Beethoven would have played it 
just like that. He loved to play 
the organ, but his pedal technique 
was not well developed. 

Play about as loud as the con- 
gregation sings, which should be 
at least forte. For this purpose 
you will need to use most of the 
organ. 

In the next to the last measure 
you will find some wide stretches 
in the left hand between tenor 
and bass. The way out of that 
difficulty is to play the tenor notes 
in the right hand along with the 
alto and melody. 

We hope that you will have op- 
portunity to practice and demon- 
strate all this in the monthly 
preparation meeting. Sometimes, 
to our surprise, the best of us can 
learn something from the least of 
us. 

— Alexander Schreiner. 



December Sacrament Gems 

Senior Sunday School 

". . . See that ye partake not of 
the sacrament of Christ unworth- 
ily; but see that ye do all things 
in worthiness. . . * H 

^Mormon 9:29. 

Junior Sunday School 

Jesus said: ". . . Have peace 
one with another." 2 

mark 9:50. 



408 



THE INSTRUCTOR 



Junior Sunday School Hymn for the Month of December 



Rita S. Robinson 
Joyously 



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Organ Music To Accompany December Sacrament Gems 



Prelude 



DELMAR H. DICKSON 



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Hymn: "Hosannah"; author and 
composer, Rita S. Robinson; arranger, 
Chester W. Hill. 

For this Christmas program this 
year we have suggested three se- 
lections for the children to sing: 
"Away in a Manger," The Chil- 
dren Sing, No. 152; "Glad Tid- 
ings," Sermons and Songs for 
Little Children, by Moiselle Ren- 
strom, page 17; and "Hosannah," 
published in this issue of The In- 
structor. This hymn was also fea- 
tured in The Instructor in August, 
1963, page 295. 

Because of the limited amount 
Of time for teaching new hymns, 
it was suggested that we help the 
children learn the first two of these 
selections in November, along 
with the hymn for that month. 
This may seem rather early to be 
singing Christmas hymns, but we 
realize it takes time for children 
to learn a hymn so that they really 
know it. If they become some- 
what familiar with the first two 
selections, we can then spend most 
of the time in December helping 
them learn "Hosannah." 

To the Chorister: 

Although the time allotted to 
teaching new hymns should be de- 
voted to having the children sing, 
rather than your taking up most 
of the time with discussion, it is 
necessary to give some background 
and direction. With so much em- 
phasis being given to the commer- 
cial aspects of Christmas, we need 
to stress the true meaning of this 
holiday so that children will not 
become confused. 

Reinforce the teachings they 
receive in class by telling them 
that when we love people, we try 
to do things for them which will 
be good for them. Our Heavenly 
Father loves us, so He did some- 
thing which gives us the oppor- 

(Concluded on following page.) 



OCTOBER 1965 



409 



JUNIOR SUNDAY SCHOOL HYMN FOR THE MONTH OF DECEMBER (Concluded from preceding page.) 



tunity of returning, some day, to 
live with Him. He sent His son, 
Jesus Christ, to the earth to show 
us how to live. The day we cele- 
brate as His birthday is called 
Christmas. The story of His birth 
is found in the Bible. Possibly 
some children see a Bible only at 
Sunday School, so it would be well 
to show them a copy so they will 
learn to recognize it. To provide 
the appropriate setting for these 
brief comments, the flannel cut- 
outs for the Christmas scene for 
The Children Sing, Set No. 2, 
could be displayed. 

This melody is one that children 
will love, and the meaning of the 
text is well within their under- 
standing. The correct rhythm will 
need to be carefully observed be- 
cause there may be a tendency to 
sing dotted eighth notes in some 



measures rather than the even 
quarter notes written in the mel- 
ody. It should also be noted that 
some of the phrases begin with 
eighth notes and should not be 
taught as though they were quar- 
ter notes. 

To be sung joyously, this selec- 
tion needs to move at a pace such 
that those participating as well as 
those listening gain the feeling of 
worshipful adoration. If sung too 
slowly, this effect will be entirely 
lost. To produce a fitting climax, 
try a slight ritard on the last 
phrase, "All hail triumphant king!" 

To the Organist: 

This selection will need to be 
practiced carefully so that the ac- 
companiment is in perfect har- 
mony with the direction of the 
chorister. One of the great advan- 



tages of planning and preparing 
with the chorister is that each 
will know what is expected of the 
other, and there will be unity of 
mood and feeling between you. 
Then you will have a greater feel- 
ing of confidence and security in 
what you are doing because you 
will be working as a team and not 
as individuals. 

Observe carefully the releases 
and the desired length of pauses 
as indicated by the chorister. 
Work out fingering which is most 
convenient and natural to the po- 
sition of your hands on the keys. 
This makes playing smooth. If 
you will hold the half notes their 
two counts on the alto and bass 
section while the quarter notes 
move on in the soprano and tenor 
parts, this will add to the beauty 
of the accompaniment. 

— Edith Nash. 



A Testimony 
from Life 



The words of William C. Jones at the prayer 
breakfast of the Christian Leadership Conference, 
February 18, 1960, are a testimony from life. As 
nearly correct as I can recall from my sketchy notes, 
he said: 

"I find reality through living in Christ. 

"At the age of 19 I owned a newspaper and by 
the age of 23 I had acquired five. It seemed that 
the more I succeeded and the more I acquired the 
greater the vacuum I found in life. 

"I sought happiness in the company of reckless, 
fast-living young people; and the abandonment of 
restraint made me a hopeless drunkard before I was 
30. I soon found myself bankrupt. I drank away 
my friends, and I drank away the devotion of my 
wife. Our love died, and she was suing for divorce. 



(For Course 5, lesson of December 5, "Ye Are the Salt of the 
Earth"; for Course 9, lesson of December 5, "A Leader Is Righteous"; 
for Course 13, lesson of November 21, "Responsibility"; of general 
interest to Courses 15, 17, and 25; for Course 27, lessons of December 
5 and 12, "Moses-Valedictory"; to support Family Home Evening 
lessons 27, 40; and of general interest.) 



We suddenly realized that I had reached an all-time 
low, and in our desperation we thought of Christ and 
sought guidance from on high. We began reading 
the Bible together and found that whereas it hadn't 
been written right before, it was written right now. 

"We found in Christ the only reality in our 
lives. We fell in love again. My customers were 
glad to go to lunch with me and not have to drink. 
We started on the upward climb and were soon 
making $800 a week. 

"We confined our living expenses to six percent 
of our income and put our money by the thousands 
of dollars into church-connected causes where it be- 
longed, because wealth is a dangerous responsibility. 
We adopted six children and have found happiness 
in Christ. 

"The reality of Christ is what people are seek- 
ing if they only knew it. By looking over the faces 
of the prisoners at San Quentin one can easily dis- 
tinguish the ones who are going free from the ones 
who are there for life. The words of one repentant 
sinner might express the progressive hope of all: 
'Lord, I ain't what I ought to be, I ain't what I'm 
going to be, but at any rate I ain't what I was.' " 

— H. Aldous Dixon. 



Library File Reference: Repentance. 



410 



THE INSTRUCTOR 



VITALIZING PREPARATION MEETING 

by Anthony I. Bentley 



Here is persuasive evidence that the Sunday 
School can assist the home in its program of more 
effectively teaching and living the Gospel by estab- 
lishing practical group dynamics in each depart- 
ment at preparation meeting. As leaders and teachers 
come to feel at home with this procedure and 
apply it, the quality and fulness of learning will in- 
crease in the classrooms and in families of the 
Church. 

Group dynamics is the fruits of inquiring into 
"the principles governing the behavior of individuals 
in groups. " Good leaders use it as an art. With 
insight into such phases of a group as its power or 
authority structure, status relationships of its mem- 
bers, their motivation, communication and levels of 
understanding, leaders harness the latent powers of 
each member. Capable leadership "seeks to de- 
velop ways and means by which learning" — and 
problem solving — "can be improved and made more 
effective." 1 

Planners of better preparation (and faculty) 
meetings seek to achieve such objectives as, (a) 
the building of morale, enthusiasm, testimony, and 
dedication; (b) in-service training which will release 
the potential of the participants; (c) preparation for 
the next administrative or instructional period. Fol- 
lowing is a summary of how one stake board member 
has pursued such goals with satisfaction. 

Mary Smith went to the 1958 Regional Sunday 
School Institute with hopes that she would find the 
key to a host of problems arising out of her" calling 
as adviser and supervisor of Course 12 in her stake. 
She was not disappointed. A plan was described 
and refined which she wanted to test as soon as pos- 
sible. 

Sister Smith soon met with her stake superin- 
tendency and got their moral and financial backing 
for a modest project of printing lesson-planning 
work-sheets for her teachers in the wards, enough 
for every teacher to have one sheet for each lesson 
of the course. With adequate support assured, she 
and her husband then gave a party for all the course 
teachers of the wards and their partners. As soon 
as the visiting and eating of the first hour had united 
the group, Mary introduced her idea. 

She proposed that every teacher spend enough 
time before each preparation meeting to (a) glance 
at each of next month's lessons, (b) do a little 
"brain-storming" with himself, and (c) jot down on 
a lesson-planning worksheet the best ideas flashing 



Daniel E. Griffiths, Human Relations in School Administration; 
Appleton-Century-Crofts, Inc., New York, 1956; pages 186-7. 



into his mind for each lesson. Mary planned to do 
the same. With enthusiasm she pictured their de- 
partment in preparation meeting as a time of shar- 
ing the best each had to offer. The response was 
most gratifying. Some of the older teachers, who 
had not been coming regularly, seemed eager to ac- 
cept the fresh challenge this promised to become. 

Mary asked the group to help construct a stand- 
ard form for lesson planning. She showed a poster 
based on suggestions worked out at the Sunday 
School Institute. After checking teacher-training 
literature on hand, the group agreed on a few modi- 
fications and authorized their leader to print the 
form. (Sister Smith and her group will want to com- 
pare their form with the one in the filmstrip, Be 
Ye Prepared, and in the booklet, You Are Called 
To Serve, by Catherine Bowles, page 24.) 

Stake board adviser Mary Smith and her group 
continue to add refinements to their group dynamics 
plan. She shares her successes with others as often 
as appropriate opportunity comes along. Sometimes 
neighboring stakes invite her to come to their board 
and planning meeting as a guest speaker. 

For Mary, the idea keeps growing with her ex- 
perience and maturing philosophy of religious edu- 
cation. After the plan became well established, 
Sister Smith and her teachers developed an "ideal" 
lesson-planning schedule. This calls for a preview 
in December of the new course, along with anticipat- 
ing regular January lessons. They like to look at 
the lessons for each month about two to six weeks 
before they are given. Each individual lesson is 
carefully studied eight or ten days before it is to be 
given. This enables the teacher to make stimulating 
references to "next week's lesson," perhaps also mak- 
ing well-planned assignments. 

Mary and her teachers have found that it pays 
to (1) "think yourself empty," prayerfully, before 
reading a lesson in detail — then reading is more ef- 
fective and profitable and does not hinder creativity 
or inspired imagination; (2) "read yourself full" 
more than a week before giving a lesson; this en- 
ables you to (3) "converse yourself clear" during 
the last week and be very successful in teaching. 
(Such were the suggestions of veteran teacher John 
Henry Evans.) 

Supervision and visits to classes became easier 
for Mary as her group dynamics plan expanded. She 
found it good to make appointments during prepara- 
tion meeting to visit a teacher in the classroom. 

(Concluded on page 413.) 



OCTOBER 1965 



41 



When your child is learning to speak . . . 

What Does He 
Hear at Home? 



by Bud L. Silcox* 

Speech and language are developmental pro- 
cesses. That is to say, there are general patterns of 
development that have been studied and norms es- 
tablished as developmental guidelines. These pro- 
cesses have their beginnings extremely early in life. 
"The learning of gestures, by which I include the 
learning of facial expressions, is manifested by the 
infant, certainly well before the twelfth month, in 
the learning of the rudiments, one might say, of 
verbal pantomime. And this learning is, in good 
measure, learning by trial-and-error approximation 
to human example." 1 

The experiences and attitudes of parents, from 
the time they are aware an infant is to be born, 
establish "emotional moods." These "moods" are 
the example the child first hears and feels. 

"The first thing which the infant unquestionably 
picks out from the verbal performances of the mother 
is the progression of tones and silences," which are 
equally important in "the refined little patterns or 
subpatterns of sound" 1 used in the language of the 
home. 

The response of any person to an infant influences 
its future language efforts. The mother, in partic- 
ular, gives examples of feelings when caring for 
the child. 

How do you as a parent, sibling, or friend, re- 
act in the presence of an infant? With what atti- 
tude do you meet the long, tiring hours of labor in 
feeding, clothing, diapering, and the myriad of other 
things that are required in the attendance of a 
a baby? What pattern is the infant going to mani- 
fest? • 

Up to the infant's first attempts at words, he 
will be using vocal play. With practice at vocal play 
the infant, if he hears, begins to attempt imitative 



(For teachers of Courses 1 and la; for Course 25, lesson of 
December 12, "Language Patterns Determined"; and of general 
interest.) 

] Harry Stack, The Interpersonal Theory of Psychiatry; W. W. 
Norton and Company, New York, N.Y., 1953; pages 178-180. 

*Bud LaVor Silcox is a speech and hearing clinician for 
Granite School District in Salt Lake City. In 1958 he set up a 
speech and hearing program in that district. He received his B.A. 
and M.S. degrees from the University of Utah. He has also attended 
Weber State College, Brigham Young University, and the State 
University of Iowa. He has an advanced speech certificate with the 
American Speech and Hearing Ass'n. Brother Silcox is also active 
in Church work, having served in various auxiliary and priesthood 
positions. His wife is Maomi Glines Silcox. They are parents of 
one girl and three boys. 






\ < 





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Photo by H. Armstrong Roberts. 

sounds. These imitations have been called "echola- 
lia" by Van Riper. 2 During the experiences of echo- 
lalia the child may hit a sound or series of sounds 
which emerge like "da da da" or some other com- 
bination. Someone usually connects meaning to 
this and repeats "da da." The infant, after many 
repetitions, attaches meaning to "da da." 

This meaningful use of sound combinations is 
considered to be his first word. Many speech special- 
ists 3 have made studies to determine the time of 
acquisition of the first word. Generally speaking, the 
first word appears between 8 and 13 months. 4 These 
words are used to represent sentences. As the use- 
fulness of words grows, the sentence increases in its 
complexity of formation. 

M. V. Jones 5 has outlined some helpful sugges- 
tions for parents to incorporate into their family 
"speech readiness" program: 

A. Let the infant babble. Repeat some of the 
sounds he makes. Help him enjoy vocal pro- 
duction. 

B. Be an accurate speech model. "Avoid baby 
talk." Talk to the child in "good" speech. If 
he says, "wa," your response should be related 
to "water." Be communicative, not negative. 
(Avoid phrases like, "Do want wa," or, "No! 
It's not Va/ say water.") 

C. Encourage him to talk. If communication with- 
in the family is pleasant, the child will gener- 
ally wish to become a part of the situation, and 



2 Van Riper, Speech Correction Principles and Methods; Prentice- 
Hall, Inc., New York, N.Y., 1954; page 107. 

^Brochure of Norms, Language Series I, State University of Iowa 
Speech Clinic, pages 1-2. 

4 D. McCarthy, "Language Development in Children," in L. Car- 
michael, Manual of Child Psychology, Harper, New York, N.Y., 1946; 
page 502. 



412 



THE INSTRUCTOR 



therefore he should be encouraged to speak. 

D. Surround him with speech stimulation. Talk 
to him about what is going on. "Do you want a 
drink? Here is your drink." Make your speech 
correct and meaningful for the situation in 
which it is used. 

E. Have a story time. Story time is a "must" in 
every home. There is no better time to instill 
a vital interest in books, language, and the 
stories of the Gospel. 

F. Use phonograph records. Records of sounds 
around us are especially useful. "Muffin in the 
City" is one such record. (Avoid poor speech 
samples as, "I tot I taw a pudy tat.") 

G. Buy toys wisely. Speech-provoking games can 
be useful and fun. Become a part of the game 
if the children need guidance, but forced ac- 
tivity fails to achieve the desired goals. 

H. Help the child gain experience. Experience 
gives us something to talk about. Take advan- 
tage of today's transportation methods to en- 
rich the child's experiences as well as your own. 
I. Permit the child to grow up. "The speech of 
the child is a reflection of his general level of 
maturation. The best basis for normal speech 
development is a home in which the child feels 
secure and loved." 5 Every Latter-day Saint 
home should reflect this attitude. 
J. Provide outside contacts. Establish a social 
climate in which the child can see social graces 
in action and can participate in them. 
Parents establish some kind of empirical stand- 
ard or "norms" for their children. (It should be kept 
in mind that "clinical norms" have been established 
for speech and language.) One child should not be 
held up for comparison to another child. Each child 
is an individual and may vary from "norms." 

It has been the author's experience that, for 
speech, parents have three major "moments of con- 
cern." 

The first "moment" that seems to worry a parent 
is the delay of the appearance of the first word. This 



delay may be attributed to a hearing loss, deviations 
in physiological development, certain illnesses, brain 
damage, or intellectual ability. These are only a few 
of the possible causes. Delay may be caused by one 
thing or a combination of things. The cause may be 
unidentifiable. If the first word has not appeared 
by the age of 20 months, a physician, an audiologist, 
and a speech pathologist should be consulted. 6 

A second "moment" of concern is that time when 
the child is continually repeating, hesitating, and 
experimenting with many (frustrating to listen to) 
variations of vocal presentation. Since trial- and- 
error is the method used to achieve an acceptable 
vocal presentation in one's own eyes, these hesita- 
tions and repetitions are a part of normal develop- 
ment. If you question the quantity of these "breaks 
in fluency," consult a speech pathologist. 6 

A third "moment" of concern occurs when par- 
ents realize that many of the sounds used in words 
are distorted, substituted, or omitted. 

This third concern deals with the correctness 
of sound production and not with the content of the 
language used. Men interested in this field have 
studied sound production and have established 
norms for maturation of speech sounds. Girls ap- 
proach efficiency of articulation (sound production) 
at 6^ years, while boys require another year in 
which to reach the same level of perfection. 7 Doubts 
about levels of performance should be discussed with 
a speech pathologist. 

Being the best speech example you can does a 
great deal to encourage imitations of correctness. 
There is no "cook book recipe" that can guarantee 
good speech and language. 

There is no guarantee that your children will 
accept and live the Gospel plan either. Be a living 
example; teach precept upon precept; pray often for 
guidance; and by your good works (your children) 
ye shall be known. 



5 M. V. Jones, Speech Correction at Home; Thomas, Illinois, 1957; 
pages 5-14. 



fl American Speech and Hearing Association, 1001 Connecticut 
Avenue, Washington, D.C. 20036. 

'Brochure of Norms, Language Series III, State University of 
Iowa Speech Clinic, pages 1-8. 
Library File Reference: Children. 



VITALIZING PREPARATION MEETING (Concluded from page 411.) 



The request to observe was addressed to a person 
who seemed to be "up" on the related lesson. It 
was made in terms of seeing how "our plan" works 
out. This meant that the teacher had confidence 
and could do well with that lesson. The teacher 
would be happy to have a visitor in the room, es- 
pecially someone as interested and understanding as 
Mary. Thus Sister Smith kept her teachers at their 
best. Preparation meetings became vital. 

Today Mary's problems continue to come, but 
in changed form. She does not mind them as she 



did before that day in 1958. A buoyant and inspira- 
tional adviser to all those with whom she works, 
Sister Smith gives much credit to the way in which 
God's program of Gospel instruction can be helped 
by plans used in secular education. It has made 
more meaningful the definition she has often heard, 
that "supervision is the cooperative improvement of 
teaching." She is enthusiastic about group dynamics 
to vitalize monthly preparation meetings. 



Library File Reference: Sunday Schools— Mormon — Local leadership. 



OCTOBER 1965 



413 



Note to Teachers: This Christmas lesson lends itself 
to several advance assignments to class members, but these 
assignments should be limited sharply as to time and points 
covered. Otherwise, too little of the marvelous story will be 
covered in the class period. 

The lesson readily divides into two main parts — the 
story and prophecies from the Bible and Pearl of Great 
Price and the prophecies from the Book of Mormon. More 
subject matter is outlined than can be presented in the 
class period. This has been done to make the lesson adapt-' 
able for any class in Senior Sunday School. Each teacher 
may select those parts of the lesson best adapted to his 
particular class and will limit his selection to what can be 
covered in the time available. 

The main points to be brought out are: There was a 
wealth of prophecy which unmistakably identified signifi- 
cant events in the birth, ministry, death, and resurrection 
of the Saviour in the Meridian of Time. All the prophetic 
statements in their particulars were literally fulfilled. Fail- 
ure to recognize this and to act wisely at the proper time 
proved very costly to the great majority of those living in 
that day and to their posterity for centuries thereafter. 
Similarly, much prophecy has been given, and we may 
expect more to come, pertaining to the second coming of 
the Saviour to dwell upon the earth. We are commanded 
to watch for the signs of His second coming; we are told 
that this coming is near, and that failure to watch will 
prove even more costly to us than it was for those living 
at the time of His first coming. 

References: The Standard Works; Articles of Faith 
and Jesus the Christ, by James E. Talmage; The Voice of 
Warning, by Parley P. Pratt; and ready references. 

A SUGGESTED CHRISTMAS LESSON 
BY HOWARD S. BENNION 

. . . UNTIL ALL 
BE FULFILLED 



The angel of the Lord, appearing in glory to shep- 
herds in the Judean field keeping watch over their 
flocks by night, as Luke tells us, said: 

. . . Fear not: for, behold, I bring you good tid- 
ings of great joy, which shall be to all people. For 
unto you is born this day in the city of David a 
Saviour, which is Christ the Lord. . . . And suddenly 
there was with the angel a multitude of the heaven- 
ly host praising God, and saying, Glory to God in 
the highest, and on earth peace, good will toward 
men. (Luke 2:10-14.) 

How breathtaking and thrilling would be this 
dramatic greeting and momentous news! Particular- 
ly so, if the import of this transcendent event in 
earthly and celestial history were fully grasped by 
the witnessing shepherds, and by those who heard 
their story. The inhabitants of the entire world of 
that day, had they and their ancestors been willing 
to receive and believe advance information from 
patriarchs and prophets, could have been quick to 
recognize and catch the significance of what was 
taking place, for the Saviour's birth and ministry in 
the Meridian of Time, and its limitless importance to 



^■fe* 







Photo by H. Armstrong Roberts. 

all mankind, had been heralded often and by many 
from the very time of Adam's fall. Let us examine 
some of these prophecies, recognizing that those 
contained in the Bible have suffered over the cen- 
turies from loss, deletion, and mistranslation. 

After Adam's fall, the Lord commanded him and 
his children to offer the firstlings of their flocks as a 
sacrifice. Later, an angel from the Lord told Adam 
that this sacrifice was in similitude of the sacrifice 
of the Only Begotten of the Father, through which 
sacrifice he, Adam, and all mankind, even as many 
as will, might be redeemed from the fall. Our 
mother, Eve, hearing from Adam this great mes- 
sage of truth, rejoiced in ". . . the joy of our re- 
demption, and the eternal life which God giveth to 
all the obedient." (Moses 5:11.) 

Adam and Eve made all these things known to 
their sons and daughters. "And Satan came among 
them, saying: I am also a son of God; and he com- 
manded them, saying: Believe it not; and they be- 
lieved it not, and they loved Satan more than God. 
And men began from that time forth to be carnal, 
sensual, and devilish." (Moses 5:13.) These two 



414 



THE INSTRUCTOR 



sentences of scripture obviously summarize a volume 
of history. 

When the risen Jesus joined two of His disciples 
on the road to Emmaus, He was unrecognized by 
them because "their eyes were holden." After some 
conversation, He said, "0 fools, and slow of heart 
to believe all that the prophets have spoken. . . . And 
beginning at Moses and all the prophets, he ex- 
pounded unto them in all the scriptures the things 
concerning himself." (Luke 24:25, 27.) This was a 
lesson on prophecy, how and why it came, and its 
true interpretation. He later repeated it to all His 
disciples. (Luke 24:44-48), and through Luke it is 
given to all the world. The Saviour's recital would 
include several Psalms, many statements in Isaiah, 
several from Jeremiah, and others from Ezekiel, 
Hosea, Micah, Zechariah, and Malachi. 

Bible Prophecies of the Saviour 

Moses prophesied: "The Lord thy God will raise 
up unto thee a Prophet from the midst of thee, of 
thy brethren, like unto me [Moses] ; unto him ye 
shall hearken." (Deuteronomy 18:15.) 

Isaiah made it clear that the Saviour would 
come through the lineage of Jesse, the father of 
David, of the tribe of Judah. (Isaiah 11:1-5.) This 
fact had been foreshadowed in the blessing by Jacob 
on the head of Judah (Genesis 49:10) and is re- 
ferred to in Jeremiah 23:5, 6. 

Isaiah proclaimed that the Saviour would be 
born of a virgin (Isaiah 7:14). The fulfillment of 
this prophecy is noted in Matthew 1. 

The Saviour was to be born in Bethlehem. (Micah 
5:2.) The fulfillment of this prophecy is noted in 
Matthew 2:5, 6. 

The slaughter of the little children, to follow 
the birth of Jesus, was prophesied by Jeremiah (31: 
15) ; and its fulfillment is noted in Matthew 2:17, 18. 

The return of the child Jesus from a sojourn in 
Egypt was prophesied by Hosea (11:1); and its 
fulfillment is noted in Matthew 2:15, 19-21. 

Matthew 2:23 notes the fulfillment of a prophecy 
that Jesus would be called a Nazarene. 

Isaiah spoke of the mission-to-be of John the 
Baptist (40:2); and pictured the very nature and 
manner of Christ's teaching (40:11), In Isaiah 53, 
the rejection of Christ and His teachings by the 
leaders and the people as a whole, His suffering, and 
specific features of His death and burial are clearly 
and prophetically set forth. Isaiah 50 : 6 says, "I gave 
my back to the smiters, and my cheeks to them 
that plucked off the hair: I hid not my face from 
shame and spitting." See Matthew 26:67 for one of 
the fulfillments of this prophecy. 

Zechariah (9:9) foretold the Saviour's ride 
into Jerusalem, acclaimed by many of the populace 



on His last and fateful visit. See Luke 19:30-40 for 
his account of the fulfillment. Zechariah (11:12, 13) 
also foretold the betrayal price of thirty silver pieces 
and its final use to buy a potter's field. See Matthew 
26:15, 16; 27:3-10. 

The Psalmist said "They part my garments 
among them, and cast lots upon my vesture." 
(Psalm 22:18.) See Matthew 27:27, 28, and 35 for 
the fulfillment. The Psalmist also said (Psalm 16: 
10) ". . . neither wilt thou suffer thine Holy One 
to see corruption." This undoubtedly referred to the 
state of Christ's body while in the tomb. 

Book of Mormon Prophecies of Christ's Birth 

The foregoing prophecies pertaining to the birth 
and ministry of the Saviour were designed for the 
instruction and guidance of all mankind, but par- 
ticularly for the House of Israel in the eastern lands. 
Prophecies of the Book of Mormon were designed 
first for the instruction and guidance of the Jaredites 
in their time and for the descendants of the Prophet 
Lehi. Much later, in the latter days, when they 
would be brought from their place of safe-keeping 
and translated by the power of God, they were to 
be for the instruction of all mankind — every nation, 
kindred, tongue, and people. Prophecies in the 
Book of Mormon pertaining to the birth and min- 
istry of Jesus Christ are much clearer and more spe- 
cific than the prophecies in the Bible pertaining to 
Him. In the latter record they have come down to 
us after centuries of time, during which they have 
suffered from loss, deletion, mistranslation, and un- 
doubtedly some alteration. 

Turning now to a brief look at outstanding proph- 
ecies in the Book of Mormon concerning the first 
coming of the Saviour, Ether tells us that about 
2200 B.C. the brother of Jared, through his great 
faith, saw the finger of Jesus Christ as He touched 
the stones that would give light to the barges that 
would take the Jaredites to America. The Saviour 
then showed Himself to this righteous man, saying, 
". . . and even as I appear unto thee to be in the 
spirit will I appear unto my people in the flesh." 
(Ether 3:16.) 

In a dream Lehi saw that 600 years after he left 
Jerusalem, the Lord would raise up a Messiah, a 
Saviour of the world; that a great number of proph- 
ets had testified concerning this Messiah; that a 
prophet would come before the Messiah to prepare 
the way, who would baptize with water in Bethabara 
beyond Jordan, and would baptize the Messiah; 
that the Jews would slay the Messiah; and that He, 
the Messiah, would rise again. (See 1 Nephi 10: 
4-11.) 

Nephi, shortly after his father's dream, was shown 
(Continued on following page) 



OCTOBER 1965 



415 



UNTIL ALL BE FULFILLED (Continued from preceding page.) 

in vision the city of Nazareth, in which city was a 
virgin who would become "the mother of the Son of 
God, after the manner of the flesh." In this vision 
he saw the Saviour baptized, saw the ministry of 
the Saviour, His twelve apostles, His crucifixion; and 
he saw the fight against the apostles of the Lamb. 
(See 1 Nephi 11:13-34.) 

King Benjamin told his assembled people about 
124 B.C. that an angel sent from God said he had 
come to declare to him glad tidings of great joy; 
that the time was not far distant when the Lord 
Omnipotent would come down from heaven and 
dwell among the children of men in a tabernacle of 
clay; that He would perform mighty miracles, suffer 
temptations, pain of body, hunger, thirst, fatigue, 
and anguish that would cause Him to bleed at every 
pore; that He would be called Jesus Christ, the Son 
of God, the Father of heaven and earth; that His 
mother would be called Mary; that He would be 
scourged and crucified; that He would rise the third 
day from the dead. (Mosiah 3:1-10.) 

Alma, about 83 B.C., speaking to the people of 
Gideon, prophesied of the birth and ministry of 
Jesus Christ, which he said was near at hand. (Alma 
7:9-14.) 

Samuel, the Lamanite prophet, about 6 B.C., 
speaking from the wall of the city of Zarahemla in 
sharp and definite statements, said that when five 
years had passed the Saviour of the world would be 
born, and he described the sign by which they of 
Zarahemla would know His birth had taken place — 
namely, a day and a night and a day with no dark- 
ness, as if they were all one long day. He also de- 
fined the signs by which they would know when the 
Saviour died. (Helaman 14 and 15.) 

The Nephi who lived at the time of the Saviour's 
birth, when the day was at hand that believers in 
Jesus Christ were to be put to death, cried to the 
Lord; and the voice of the Lord came to him saying 
that on this night the sign declared by Samuel the 
Lamanite would be given, and on the morrow He 
would come into the world. (3 Nephi 1:9-15.) 

The Birth of Jesus 

Returning now to the glorious message heard 
and seen by certain shepherds of Judea, let us pur- 
sue further the story of the Saviour's birth as told 
in the Gospels of the New Testament. And let us 
reflect upon the meaning to all mankind and to 
each of us of the birth of the Only Begotten Son of 
God, the Eternal Father. 

The writer Luke, before giving his account of 
the message to the Judean shepherds, has already 
told of the announcement by the angel Gabriel to 



the virgin Mary of Nazareth. He said she has been 
chosen to bear the Son of the Highest and should 
call her son Jesus. (Luke 1:26-38.) He has told of 
Mary's visit to her cousin Elizabeth, wife of Zach- 
arias, who lived near Jerusalem and at that time 
was expecting the birth of a child, later known as 
John the Baptist. This man was the prophesied 
forerunner of Jesus, to prepare the way for His min- 
istry. (Luke 1:26-56.) Matthew has told the story of 
Mary's espousal and subsequent marriage to Joseph 
(Matthew 1:18-25); and Luke has told of the tax 
decree by the Roman ruler, Caesar Augustus, which 
made necessary the journey of both Joseph and 
Mary to Bethlehem at the very time that the birth 
of Mary's child was to be expected. He also has 
told that arriving in Bethlehem, they found no room 
in the inn, and that the child was born, was wrapped 
in swaddling clothes, and laid in a manger. (Luke 
2:1-7.) 

In his message to the shepherds, the angel told 
them where they would find and exactly how they 
could identify the Christ child. They went in haste 
to see for themselves, as witnesses of this greatest 
event of all history. "And when they had seen it, 
they made known abroad the saying which was told 




by permission of the Museum of Carcassonne, France. 
ARRIVAL OF THE SHEPHERDS le rolle 



416 



THE INSTRUCTOR 



them concerning this child. And all they that heard 
it wondered at those things which were told them 
by the shepherds." (Luke 2:17, 18.) 

Others who recognized the divine and kingly 
stature of this newborn babe of Bethlehem were (1) 
the aged and devout Simeon, who came into the 
temple as moved by the Spirit when the parents of 
the child Jesus brought Him there to be presented 
to the Lord (Luke 2:25-35); (2) Anna, an aged 
prophetess, who joined the group in the temple at 
this moment of time (Luke 2:36-38); and (3) the 
wise men from the East who followed a star to Jeru- 
salem and from thence went to Bethlehem to bring 
gifts and to worship him "... that is born King of 
the Jews." (Matthew 2:1-12.) 

The visit of the wise men to Herod at Jerusalem 
before they proceeded to Bethlehem alerted King 
Herod and resulted in the slaughter of the little 
children of Bethlehem. Joseph was warned in ad- 
vance by an angel to flee into Egypt with the mother 
and child. He remained there until an angel told 
him that Herod was dead and he should return to 
the land of Israel. He returned to Nazareth, by- 
passing Judea on the way. (Matthew 2:13-23.) 

The immeasurable importance to all mankind of 
the birth of Jesus of Nazareth is made clear in many 
scriptures. The following will serve the purpose of 
this lesson: 

The announcement to Mary by the angel Gabriel 
(who, the Prophet Joseph Smith tells us, is the 
patriarch, Noah, of the time of the flood) (Luke 
1:32, 33); the prophetic outpouring of Mary to 
Elizabeth (Luke 1:46-55); several citations of proph- 
ecy in the forepart of this lesson; Paul, / Corinthians 
15:22, "For as in Adam all die, even so in Christ 
shall all be made alive"; Doctrine and Covenants 
38:1-8, as one of several such moving statements in 
that latter-day scripture. 

NOTE: It is suggested that two class members be as- 
signed to quote or read the two citations listed here from 
Luke. 

The Lesson for Us 

Why are the prophecies of the birth and ministry 
of Jesus Christ in the Meridian of Time, and their 
literal fulfillment, of particular interest to Latter- 
day Saints, and to the entire world? It is because 
the second coming of the Saviour is near at hand, 
when He will come as a thief in the night in power 
and glory. Many prophecies in ancient and modem 
times, particularly in the New Testament, the proph- 
ets of the Old Testament and of scriptures made 
known through the Prophet Joseph Smith, give spe- 
cific and identifying details of His second coming 



and of His reign that will follow. We are commanded 
to watch and prepare for His coming, for he who 
does not watch for His coming shall be cut off. 
(Doctrine and Covenants 45.) If we are mindful 
and alert, we will strive to profit from the mistakes 
of those who lived two thousand years ago, who 
permitted themselves to remain ignorant, or wilfully 
or carelessly did not heed ancient and current proph- 
ecy concerning them and their time and place, who 
believed what they wanted and liked to believe, and 
would not believe all that the prophets have spoken, 
as the risen Jesus said to His two disciples on the 
way to Emmaus. 

Isaiah truly prophesied "Who hath believed our 
report? and to whom is the arm of the Lord re- 
vealed?" (Isaiah 53:1.) Historically, it has been the 
people who consider themselves righteous and chosen 
that have been slowest to recognize and conform 
with a new step in the Lord's unfolding program 
for this earth, and have been the most prone to get 
off on the wrong foot, and the most unwilling to 
admit their mistake. Rabbi Julius Mark of Temple 
Emmanu El in New York City, as reported in the 
New York Times of April 18, 1965, declared that the 
Christians believe that the Messiah has already 
come, whereas the Jews believe that He is yet to 
come. Parley P. Pratt in The Voice of Warning ob- 
served that the Jews, watching for the coming of 
their Messiah in power and glory, were blind to the 
signs of His first coming. He added that in this 
period of time the Gentiles will overlook the proph- 
ecies concerning the second coming of the Saviour, 
being confounded by prophecies pertaining to the 
last judgment. 

While we commemorate the wondrous gift of 
God the Father to all mankind in the birth of His 
Son, Jesus Christ, whose life and teachings showed 
the meaning and the way of eternal life and whose 
death and resurrection broke the bonds of death 
and the grave for all mankind, let us contemplate 
the great love of God for each of His children, and 
His purpose that each shall have opportunity to 
attain salvation and exaltation in His kingdom. In 
gratitude for his great love, let us study, learn, and 
live each day the glorious Gospel of Jesus Christ, 
that we may always have His Spirit to be with us, 
to show us the way of truth and righteousness. We 
can say with Job, "For I know that my Redeemer 
liveth. . . ." (Job 19:25.) And we know that His 
words shall not pass away, but shall all be fulfilled, 
whether spoken by Himself or by all of His proph- 
ets when moved upon by the Holy Spirit. 

Library File Reference: Jesus Christ. 



OCTOBER 1965 



417 



SUGGESTED CHRISTMAS 

WORSHIP SERVICE FOR 

DEC. 19, 1965 

In view of the fact that Christmas 
is so importantly a children's day, it 
might be helpful to let the Junior Sun- 
day School children share some of their 
happy experiences in song with their 
families during the Christmas program, 
December 19. The Junior children could 
be brought into the general assembly 
as the senior students are concluding 
their opening song. They may sit or 
stand in a group, depending upon the 
facilities available, while the opening 
prayer and brief Christmas greetings 
are being presented. 

The young children may quote scrip- 
ture, sing their two favorite Christmas 
songs, and then return to their own 
department for the sacrament and 
presentation of the day's lessons. This 
would be, for them, a sharing experi- 
ence. 

Senior Sunday School 

Devotional Prelude. 

Opening Hymn: "Far, Far Away 
on Judea's Plains," Hymns — 
Church of Jesus Christ of Lat- 
ter-day Saints, No. 33. 

Invocation. 

JUNIOR SUNDAY SCHOOL PRESENTS: 

Scripture: "And she brought 
forth her firstborn son, and 
wrapped him in swaddling 
clothes, and laid him in a 
manger. . . . 

"Glory to God in the highest 
and on earth peace good will 
toward men." (Luke 2:7, 14.) 
(Recited by Course 5.) 

Hymns: "Away in a Manger," 
The Children Sing," No. 152 
(two verses); "Hosanna," The 
Instructor, current issue. 
(Sung by assembled Junior 
Sunday School, after which 
they return to the Junior Sun- 
day School chapel.) 
Sacramental Hymn: "Jesus, Once 

of Humble Birth," Hymns, No. 

88. 
Sacrament Gem. 
Sacrament. 

Program: 

WHO IS THIS CHILD? 

Narrator: Men of all times have 
asked this question and we 
ask it today. Harken to the 
answer in these scriptures. 

Course 7 Reader: Prophets of 
the Old Testament gave the 



answer. Hear the words of 
Isaiah — (Quote Isaiah 9:6.) 
Course 15 Readers I and II 
in unison: Prophets of the 
Book of Mormon reply to the 
question. (Reader I quote 
Mosiah 4:2.) 

(Reader II quote 3 Nephi 
9:15-16.) 
Narrator: Through modern rev- 
elation recorded in the Doc- 
trine and Covenants, the 
answer is also heard. 
Course 19 Reader: (Quote Doc- 
trine and Covenants 39:1-6.) 
Course 26 Reader: (Quote Doc- 
trine and Covenants 76: 1-10.) 
Narrator: As we contemplate 
these blessings let us join in 
a Christmas carol service. 
Christmas Carol Singing Service: 
by the congregation under direc- 
tion of chorister and organist: 
"Silent Night," Hymns, No. 
160; "0 Little Town of Beth- 
lehem," Hymns, No. 165; 
"Joy to the World," Hymns, 
No. 89; "O Come, All Ye 
Faithful," Hymns, No. 129. 
Separation for classes. 
Closing Hymn: "I Heard the Bells 
on Christmas Day," Hymns, 
No. 219. 
Benediction. 

Junior Sunday School 

Sacramental Hymn: "Jesus, Once 
of Humble Birth," The Children 
Sing, No. 15. 

Sacrament Gem. 

Sacrament. 

Christmas Program: 

Children enjoy dressing up, and those 
who are participating may be dressed 
very simply for their parts — head 
scarves and robes for the shepherds 
and a light robe and scarf for the 
mother. Joseph may also be dressed 
with robe and head scarf for his part. 
A simple lighting effect might be used 
to highlight each scene; this would 
heighten the dramatic quality of the 
presentation for the children. 

(Nativity scene characters to be por- 
trayed by children and a doll: Mary, 
Joseph, baby Jesus, shepherds. A Jun- 
ior Sunday School teacher should be 
the reader.) 

Hymn and Tableaux: As Mary, 
baby Jesus, and Joseph are 



grouped, the congregation sings, 
"Away in a Manger," The Chil- 
dren Sing, No. 152. 

Reader: Quote Luke 2:1, 3-5, 8, 9. 
(As verses 8 and 9 are read the 
shepherds group themselves on 
the far side to hear, "The good 
tidings of great joy.") 

Reader: Quote Luke 2:10-12. 

Hymn: "Glad Tidings," Sermons 
and Songs for Little Children, 
page 17. 

Reader: Quote Luke 2:15 while 
shepherds walk slowly toward 
Mary, baby Jesus, and Joseph. 

Reader: Quote Luke 2:16-18 as 
the nativity scene is complete. 

Hymn and Tableaux: "Hosanna," 
current issue of The Instructor. 
(See also The Instructor, Au- 
gust, 1963, page 296.) 

Separation for classes. 

Committee: Howard S. Bennion, 
Chairman; Edith Nash; Eva May 
Green. 



Wrestling with a Problem 

(Our Cover) 

Here is a boy wrestling 
with a problem. Should he 
honor his father by raking 
those leaves as he has been 
instructed? Should he keep 
the commandment which 
says, "Six days shalt thou 
labour, and do all thy work"? 

Or on this brisk, autumn 
afternoon should he love his 
neighbor as himself by play- 
ing football with friends? 
Someone once said, "All work 
and no play makes Jack a 
dull boy." 

If he is righteous, he will 
go to work, rake those leaves, 
and honor his father. He will 
remember that even the devil 
can quote scriptures for his 
purpose. 

— Richard E. Scholle. 



(For Course la, lessons of October 
10 and December 5, "We Learn How 
To Live"; and "Right Choices"; for 
Course 3, lesson of November 14, "We 
Are Grateful for Life"; for Course 25, 
lesson of October 24, "Recreation"; 
and of general interest.) 
Library File Reference: Autumn. 



418 



THE INSTRUCTOR 



WHAT DO YOU 

KNOW ABOUT 

LATTER-DAY 

PROPHETS ? ? ? 



by Arthur R. Bassett 

Were you aware that David 0. McKay has lived 
during the administration of every president of the 
Church with the exception of Joseph Smith? (Presi- 
dent McKay was four years old when Brigham 
Young died.) Or did you know that the Church 
has built all 13 temples it now owns during the life- 
time of President McKay — that when he was born, 
the Church did not have access to a single temple? 
Or that President McKay was 17 years old when 
President Wilford Woodruff issued the Manifesto? 

Few people stop to realize how many events of 
historical significance have occurred during the life- 
time of President McKay. A study of his biography 
would be an interesting approach to Church history. 
In fact, this type of study has proved to be one of 
the best antidotes for the oft-repeated lament, "I 
wish I could get more interested in Church history." 
Human interest stories are intriguing because they 
often give greater insight into our own lives. 

How strange that members of the Church devote 
so much time, relatively speaking, to a study of the 
lives of ancient prophets and neglect learning of the 
lives and activities of today's prophets! Once in 
awhile we do read a short incident from the life of 
one of the presidents, or we read one of his editorials, 
or listen to one of his conference talks. But how 
much more meaningful the talk would be if we un- 
derstood the man! How much more we would 
understand the man if we had a thorough knowledge 
of his aspirations and goals, as well as a knowledge 
of the experiences he has had and the world in which 
he has lived! How much more fascinating the entire 
study of Church history would be if we could breathe 
a little more life into its body of facts and dates with 
a study of people — a study of biographies telling of 
the struggles and successes of men and women of 
the Church, beginning with biographies of the presi- 
dents. Why not give it a try this year — starting 
now? The following procedure is suggested as a way 
of making a biographical approach to this study. 



(For Course 7, lesson of December 12, "David O. McKay, the 
Ninth President"; for Course 11, lesson of December 5, "Expansion 
of Mormonism"; for general use of Courses 7, 11, and 29; for Course 
17, lesson of December 5, "Restoration of the Gospel"; to support 
Family Home Evening lesson 38; and of general interest to all 
Church history students.) 



First, remember that biography without a his- 
torical backdrop is as dead as the backdrop without 
biography, although the backdrop need not be elab- 
orate. So, in the beginning, get yourself a simple, 
one-volume history of the Church. Before starting 
each biography, quickly scan through Church his- 
tory up to the beginning of the administration of the 
president whose biography you intend to read. Do 
not worry about remembering details — just scan to 
gain a general feeling of the times. This will give 
you a framework into which you can build an under- 
standing of the significance of events you will con- 
front in the biographies. 

Second, obtain a good biographical sketch of 
each president, in turn. (Your ward librarian may be 
able to help you in this respect.) Read this biog- 
raphy. Keep track of important dates in the life of 
each president and in the history of the Church by 
setting up a notebook with an entire page designated 
for each decade between 1800 and the present. By 
recording the important dates in the life of each 
president, you can quickly see what he and each 
president before him was doing during each phase 
of Church history. 

For example, it is interesting to note what was 
happening to each future president during the trek !J^ 
westward. Brigham Young and Wilford Woodruff 
were with the first group which came into Salt Lake 
Valley. John Taylor, during the midst of the trek, 
was sent to Britain on a mission and returned in time 
to lead many of the Saints from Winter Quarters 
into the Valley. Lorenzo Snow was left in charge 
of Mt. Pisgah, one of the grain settlements in Iowa, 
and did not arrive in Salt Lake City until fall of 
1848. Joseph F. Smith, as a young boy of eight, led 
his mother's team and wagon across the plains, ar- 
riving in Salt Lake City in the fall of 1848. 

Lastly, in your spare moments browse through 
any simplified history texts you can find and record 
some of the more important happenings of national 
and worldwide significance in the same notebook in 
which you have recorded the important dates and 
events from the biographies you have read. Soon you 
will begin to uncover some very interesting things 
about the presidents, and Church history will really 
begin to live. You will find it absorbing and wonder 
why you have waited so long to begin. 

Use this month's chart on the inside back cover 
of The Instructor as a beginning for your study. 
You will learn to love these great men as you do 
prophets of old, and you will be able to state with 
even greater conviction that you are now aware, and 
with all the power of your being, that the prophet 
who leads the Church today is, as were prophets of 
the past, truly the living spokesman of the Lord. 



Library File Reference: Mormon Church — History. 



OCTOBER 1965 



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Compiled by Arthur R. Bassett 



1/2 JOSEPH ANDERSON 

office 

47 C 50 TCMPIE 

S I CITY 11 UTAH 84111 



Second Class Postage Paid 
at Salt Lake City, Utah 




MUSTANG BAND: THE INDIAN WAY SEEMED BEST. 



MUSTANGS 

Among my treasured souvenirs 
is a crook in my right arm. It is 
the remnant of a fracture caused 
by a fall from a high-spirited mare 
when I was a boy of about 13. 

Memories of that high-stepping 
strawberry roan came galloping 
back this week as I opened a new 
book with a buckskin-colored cov- 
er: Mustangs and Cow Horses. 1 

The volume tells the story of 
wild horses which once roamed 
America's Southwest. They were 
there long before Stephen F. Aus- 
tin brought the first English- 
speaking settlers to tame what is 
now Texas, in 1821. 

As many as 10,000 mustangs 
were known to thunder across the 
prairie in a single, grand stampede. 
It is said that some 50,000 mus- 
tangs at one time roved one Texas 
plain alone. 

However, mustangs generally 
traveled in groups of 30 to 50, 
with one master stallion. A stal- 
lion battled frequently to hold his 
band, usually from a challenging 
younger stallion. 

There were many hues among 
those untamed beauties: red sor- 
rels, blacks, grays, golden bays, 
whites, and pintos or paints. Some 
bands included only cream-colored 
palominos with white manes and 
tails. 

There were various ways of cap- 
turing mustangs. Sometimes a pa- 



{For Course 25, lessons of November 21 and 
28, "Discipline"; and of general interest.) 

Edited by J. Frank Dobie, Mody C. Boat- 
right, and Harry H. Ransom, and first pub- 
lished in 1940 by Texas Folklore Society, 
Austin, Texas. Second edition published by 
the society in 1965, printed by Southern 
Methodist University Printing Department, 
Dallas, Texas. 



tient rider would actually get into 
a herd and remain for days until 
he was accepted. Then he would 
maneuver the animals toward a 
pen. Another method was erecting 
a pen near a watering hole and 
driving the mustangs into the en- 
closure. A quicker but more haz- 
ardous method was nicking or 
creasing a wild horse. Selecting 
a good mustang, a hiding hunter 
would send a rifle bullet to the top 
of the animal's neck, into a nerve 
center at the root of the mane in 
front of the shoulder. Stunned by 
the shot, the horse fell temporar- 
ily to the ground; then it was eas- 
ily roped. 

Some authorities believe the 
mustang was the original pitching 
or bucking horse. Many believe 
the animal learned to pitch from 
attacks by one of his worst ene- 
mies, the puma or panther. Con- 
cealed in a tree, the puma would 
spring onto the horse's back. With 
powerful forepaws the attacker 
sought to break the mustang's 
neck. Or the puma would strive to 
disembowel the horse through dig- 
ging his hind claws into the region 
around the horse's flanks. The 
horse pitched to toss the puma be- 
fore the death blow could be 
struck. Sometimes the mustang 
succeeded; horses with puma scars 
have been captured. 

There were many ways of break- 
ing mustangs, which generally 
made good saddle horses known 
for their agility and stamina. It 
is reported that one famous mus- 
tang breaker, Jose Maria Cisneros, 
probably never handled two horses 
the same way. 

The book tells of three general 
horse-breaking methods: 

A Mexican way was to starve 



the animals to weakness, then be- 
gin breaking. This method has 
been described as "subtle but 
brutal." 2 

An American method was more 
reckless: put a rider on the wild 
horse, and "let 'er buck." (An old 
saying: "There never was a horse 
that couldn't be rode; nor a rider 
that couldn't be throwed.") 

An Indian method was perhaps 
the most humane and effective. 
This method was described by 
Chief Buffalo Child Long Lance, 
a Blackfoot Indian who graduated 
from Carlisle University. Quietly 
"talking horse" to the animal, the 
patient warrior touched with his 
fingers every part of the horse's 
head and neck. Then he moved to 
the shoulders and flanks. He also 
gently touched the animal's most 
powerful weapons, his feet. Before 
he was through, the brave had 
touched every inch of the horse's 
body. After this, "the job of break- 
ing the horse is all but finished," 
the chief notes. 

In many ways mustangs are like 
boys. They are all different. Each 
must be trained differently, in 
varying degrees of gentleness and 
sternness — to win confidence and 
respect. But, is it not true that 
many of us fathers, teachers, and 
would-be leaders of boys begin 
training a boy before we really 
know him? 

A veteran Indian mustang 
breaker would probably say: 
"First get acquainted with him 
thoroughly. You cannot effectively 
teach a boy until you really know 
him and he feels you are genuine- 
ly interested in him." 

— Wendell J. Ashton. 



*Time, July 2, 1965, page 82. 
Library File Reference: Youth.